Programa de Pós-Graduação em Educação - PPGED/ICED
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2318
O Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA). Em sua perspectiva stricto sensu, tem como compromisso a formação do professor/pesquisador, incorporando na sua prática curricular a pesquisa e a produção de conhecimentos acerca da realidade regional, particularmente da educação, em todos os seus ângulos e relações.
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Dissertação Acesso aberto (Open Access) Avaliação escolar de alunos autistas: um estudo sobre a relação escola-família em uma instituição pública de ensino do município de Belém - Pará(Universidade Federal do Pará, 2015-06-30) FERREIRA, Vivianne Cristinne Marinho Freitas; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056This work have the objective was to analyze the evaluation process of autistic student learning, from the perspective of school-family relationship. To accomplish this, information was raised through interviews with four teachers and three guardians of students with autism in a public school of Belém do Pará. The data obtained through the interviews, along with the balance of scientific literature on evaluation in Brazil, constituted the material to be analyzed and interpreted. The results show that teachers carry out a formative evaluation, seeking evaluative strategies that enhance the perception of learning evolution of their students, using diverse instruments. However, the assessment of learning held at Blue school suffers loss primarily because of regular classroom teachers do not receive adequate training, it should be offered by SEMEC -PA, to work with this audience, which is contrary to the requirements of official documents. The mothers interviewed know little or nothing of the evaluation process to which your child is subjected. Mothers of autistic students and teachers reported perceive the progress in the development of their children in the social aspect of language, behavior and in some educational factors. As for the relationship between family and school, two of the three mothers interviewed include participation in school as an educational and political aspect, where their presence aids in child's learning process, either through information sharing about the child, either through struggle so that the rights of their child are guaranteed. However, the teachers reported that family involvement in school is mainly through the multifunction capabilities room, which is where they get their information about their students. The interviewees pointed out the need for continuing education addressing the autism theme for teachers to take ownership of this knowledge and thus help in their school practices. Teachers also suggest that we make a greater school partnership with the family to the student's learning is favored because this knowledge about the autistic student reality will help this professional, making act with more respect and responsibility.Dissertação Acesso aberto (Open Access) Concepções de ciência dos professores da área da saúde e as dinâmicas curriculares de formação profissional da Universidade do Estado do Pará(Universidade Federal do Pará, 2015-06-26) RAIOL, Alessandra Nepomuceno; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056This paper investigates the concepts of science of the teachers and the curriculum dynamics of professional training in health of the University of Pará State. It is an epistemological study, i.e., it performs a critical study of science regarding it as product and process, in order to analyze critically the injunctions of scientific knowledge to society. The problem is summarized in the question: How do the professors' conceptions of science interfere with the new dynamics of vocational training curricula in health? It is a qualitative descriptive research, relies on Gamboa Paradigm, construction template of knowledge for educational research and is based on the materialist dialectic that guides their synthesis in the movement of the struggle of opposites in the context of society. The methodological procedures used were bibliographical and documentary research. To this end, we anchor our studies of science in theoretical as Bachelard (1996), Thomas Kuhn (1998), Japiassú (2006), Boaventura de Souza Santos (1998) and Edgar Morin (2002, 2010). Regarding the curriculum studies, we rely on the contributions of Thomas Tadeu (2005) and Goodson (2012), which point new outlets, advances and possibilities for the school and the curriculum, as these fields of knowledge are interwoven with epistemology and the historical-social context, besides Moreira; Silva (2006) and Sancristán (2000) students of curriculum theory and its relation to culture, politics and ideology. And we still use curricular authors who discuss the issue in health such as Maia (2014), Mattos (2004, 2011), among others. As a result, we identified that the Cartesian paradigm permeates the concept of science of the teachers. However they realize the existence of the new paradigm of complexity and completeness, both in the context of science as in the context of health education. This coexistence of paradigms hinders how teachers understand the concepts related to the profession restructuring, while providing recognize the new curriculum dynamics as possibility to contribute to training more in line with the needs of society, then a professional more critical of its performance and its context. An education that integrates science, culture and technology. Finally, as factors that may contribute to the understanding, and for the teachers involvement in these dynamics, we noted the continuous assessment, the continuing education guided by discussions of epistemology and the new science paradigms as essential elements to the teaching practice, the collective construction of Pedagogical Project, the institutional support, the overcoming of simplistic visions and the teaching individualism.Dissertação Acesso aberto (Open Access) Um currículo dança? perspectiva pós-crítica de currículo e infância a partir dos projetos de linguagens da UEI Cremação, Belém-PA(Universidade Federal do Pará, 2016-03-31) OLIVEIRA, Kelry Leão; COSTA, Gilcilene Dias da; http://lattes.cnpq.br/2934771644021042This dissertational work seeks to relate the study of language, curriculum and difference, in the field of post-critical theory in education, educational processes outlined in "Project languages" in a Unit of Early Childhood Education in the city of Belém-PA. The study aims to investigate how the teaching of languages has been produced in this Early Childhood Education Unit, with the cut out the analysis of the dimensions of language as a difference vector in the school curriculum. The text has as authors of the Philosophy of Language interlocutors Thought Difference and Theorizing Curriculum Post-Critical, seeking to realize childhood as a puzzle and play in the creation process, instigated by art and musicality, the thinking curriculum in order its "danceable dimension." Thus, we dialogue with GADAMER (2000), in order to make considerations about the language and the question of the game; LARROSA (2000, 2004) and SKLIAR (2014), about the babélicas and disobedient languages; BRITO (2003), about the importance of languages as art of expression in the educational process; SILVA (2001 and 2010), CORAZZA (2001 and 2002), COSTA (2011 and 2013), through discussions about the curriculum in a view of the difference in the post-critical field, and also LINS and GIL (2008) on the becoming-child, language and childhood. The field research executed in this education unit happened during the school year 2015 and had the support of the Post-Critical Methodologies in Education (MEYER and PARADISE, 2012). In the meantime it have been made collaborative educational activities with the teachers of UEI in dialogue with the coordination of space, observation times and photographic records, curriculum document analysis and educational activities in order to carry out an everyday study in this school institution (CERTEAU , 2014). The research analyzes they enter the fields of language, curriculum and difference, showing how the language projects are pepped in the researched educational space, since they differ in relation to other early childhood education spaces not only for its "pilot project" with regard to the dimensions of art and languages that make up its curriculum setting, but above all because they risk disobey the formal laws of education in the pursuit of enhancing childhood, their languages and their arts to learn the difference - a lightness that invites the curriculum to score small dance steps, risking to think an teaching that depart differences and trials in their art inventions.Tese Acesso aberto (Open Access) Educação popular e pensamento decolonial latino-americano em Paulo Freire e Orlando Fals Borda(Universidade Federal do Pará, 2015-11-27) MOTA NETO, João Colares da; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245This study aims to analyze the formation of a decolonial conception on the social and pedagogical thoughts of Paulo Freire and Orlando Fals Borda, identifying their contributions for the formulation of a decolonial pedagogy as an expression of popular Latin American education. It considers the following problem: which decolonial conception is present on the social and pedagogical thoughts of Paulo Freire and Orlando Fals Borda, and what the contributions of these authors for the formulation of a decolonial pedagogy as an expression of popular Latin American educacion? This thesis is characterized, methodologically, as a theoretical one, registered in the fields of cultural and comparative history of the social thought. The primary research sources are the works of Paulo Freire and Orlando Fals Borda, written in distinct and significant moments of their intellectual productions. In both authors, the decolonial design was sought as from four aspects: biographical, epistemological, methodological and ethical-political. The study results converged to confirm the hypothesis, then, the thesis’ statement that the works of Paulo Freire and Orlando Fals Borda are an antecedent of the Latin American decoloniality debate, and that the creation of a decolonial pedagogy in our continent is strengthened by educational, political, epistemological and sociological contributions that these authors provided for the popular education. This matter is sustained on its praxeological trajectories as sensing/thinking intellectuals and Third World educators; in their sharp criticism to the colonialist nature of society, the pedagogy and mainstream science; in their bets towards a dialogic, intercultural, conscientizing and researcher popular education; as well as their rebellious, subversive and insurgent utopias.Dissertação Acesso aberto (Open Access) Educação profissional e desenvolvimento local: a prática de formação do trabalhador no Centro Integrado de Educação do Baixo Tocantins- Cametá(Universidade Federal do Pará, 2014-12-01) SILVA, Silvianilza Baia da; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523This thesis talks about the study of professional education in Baixo Tocantins’ Integrated Center, investigating how the practice of formation young workers supports to the development of Cametá city. In theory we discuss work, education and the development such as intrinsic characteristics essential to human, analyzing historically the contexts, ideologies, lemmas and dilemmas that relating to worker formation to social division of labor and the exigencies of qualifications under the capitalist mode of production. Configured in the public politic of professional education with the decree nº2208 / 1997 and the prospect of overcoming this trend with the revocation of this, by Decree nº5154 / 2004 proposing the implementation of the Integrated High School, desiring a new direction for the practical formation of workers, based in the work as the educational principle and the unitary school as driving forces for polytechnic training, directed to the humanizing development as expansion of freedom strategy that allows human beings, or practice that has been violated, interacting and influencing the world in which they live. In the investigative field seeks to show to what extent this form of education is implemented allowing this reversal, or not. The research qualitative character, a case study, we use the semi-structured interviews, and document analysis, as procedures allowing articulate a set of information from reality, being treated the data through content analysis. Theoretically based on Karl Marx (1988), Gramsci (1995), Pistrak (2000), Mészáros (2003), Frigotto (1999), Ciavatta (2005), Ramos (2005), Silva (2008), Santos (1988), Pochmann(2010), among other researchers that contribute to the unravel this relations and construct a new way to workers formation. Finally the research reveals a context of conflicts of interests and contradictions between the democratic processes of participation, formation and qualification of workers and local development, still prevailing dualistic formative practice, taking the market as the end of the formation of young workers and local development as a disconnected from reality these interests, in which the integrated High School, have not been consolidated with a crossing to humanistic perspective of professional education and local development at the Integrated Center of Professional Education - Cametá.Tese Acesso aberto (Open Access) A gestão educacional no plano de ações articuladas do município de Macapá-AP: concepções e desafios(Universidade Federal do Pará, 2015-06-23) BARLETA, Ilma de Andrade; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463This study has as general objective to investigate the model of management educational express in the Plan Action Articulated (PAR) of the municipal system of teaching of Macapá-AP, to analyze the features that the municipal administration has been assuming in the context of counter reform of the State and of the education. This study identifies and it analyzes the conception of present management in the counter reform of the State and of the education, because the brazilian Government began in the years of 1990 a change process in administrative structure, under the orientation of the multilateral capital organizations that, concerning the education, it proposes managerial changes for the organization and administration of that sector, inspired by the organizational practices of the private sector. This theoretical appropriation supported in the understanding of this management model present in the educational policy of PDE / Target Plan as well as its development in municipal teaching system, using the PAR. The hypothesis presented in this research was that the PAR brings conforming elements of an educational management in line with the management model of enterprise sector, based on the pursuit of efficiency, effectiveness and productivity of services. Although the indicators and actions of the PAR present aspects that coincide with the educators‟ speech on behalf of the democratization of the education, in practice the autonomy, the participation and decentralization, it has distorted concepts and they begin to guarantee space for the accomplishment of an management thought by the logic of the capital, which seeks to signature contracts administration, to control results, to centralize the decisions and decentralize / deconcentrate the accomplishment of tasks without, however, to have their support political-ideological support questioned by the local subjects. The theoretical-methodological foundations of this scientific investigation allowed a critical reading of the social reality. The intention was to identify the management model brought by the PAR, starting from the categories: decentralization, autonomy and participation. To this end, documents were used and accomplished interviews semi-structures with the subjects that integrate the Local Technical Team and the Local Committee of the Commitment, which were interpreted through the Analysis of the Speech. The results obtained in this study showed that the PAR of Macapá brought conforming elements of the gerencial management, because the conception of subjacent management to the politics of PDE/PAR includes the decentralization as synonym of decentralization of tasks; autonomy is used for practice of actions of the management contract; the participation is limited to oversight and responsabilization. The local subjects consider the PAR an important and necessary instrument for the municipal education, without identifying their limits and contradictions for the construction of the democratic management in the education field.Dissertação Acesso aberto (Open Access) O novo ENEM e a prática pedagógica em uma escola de Igarapé-Miri - PA(Universidade Federal do Pará, 2016-08-22) MELO , Alzyr Gonçalves de; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056This study discusses the relationship between an official policy that is configured as prescribed curriculum and curriculum pedagogical practices at school. The policy in question is the new ENEM, a large-scale assessment, which has taken an inductor role of changes in the secondary curriculum. Seeks to analyze the curriculum practices of teachers of a public school in Igarapé-Miri, trying to understand the implications that the examination brings to the configuration of the same. Based on discussions in the field of curriculum authors and curriculum policies and assessment and teaching practice (Goodson 1995 2013; SACRISTÁN 2000, PACHECO, 2003, 2005, 2015; SILVA; LOOPES 2013 2015; Hypólito 2013 2015 ; VEIGA 1989), he tried to understand the ESMS as an educational policy characterized by the imperatives of globalization and as open to giving directions by the subjects of practice. For this was done a qualitative study (LUDKE & ANDRÉ, 1986; FLICK, 1994; CHIZZOTTI, 1991) in the school environment, using techniques observation and semi-structured interview with a group of school teachers. We conclude that the ESMS is rather bringing implications for school organization, for curriculum and pedagogical practices in high school, whereas it was found that there were changes in the evaluation process, methodology and thus instigating a tendency (teaching competency) in itself school curriculum from the massification of the exam, however this has occurred at school more as an external demand, a desire not to be outdone, last in the ranking, than a consistent initiative to improve the school's educational standard.Dissertação Acesso aberto (Open Access) Possibilidades e limites no Curso de Pedagogia da Universidade Federal do Pará: a visão de egressos do Plano Nacional de Formação de Professores da Educação Básica-Parfor(Universidade Federal do Pará, 2015-06-12) SANTOS, Jennifer Susan Webb; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342This study aims at analyzing the ―Plano Nacional de Formação de Professores da Educação Básica - PARFOR1‖, under the observation of Pedagogy Course graduated students at the Federal University of Pará, Belém Campus, with an emphasis in the teacher training process, identity and teacher‘s professionalization. From the theoretical-methodological point of view it has been carried out some literature and documental researches, followed bya qualitative approach in addition to the field research, with questionnaires application to graduated students and subsequently, in a further moment of the questions the interviews were semi structured. This paper discusses about the economic and political context in which are determined the policies for Teacher‘s Training in Brazil. These analyses show characteristics of this particular field and its determinants. Cyclical analyzes are made of the axis of Teacher‘s Training presenting the current configuration of the state as a result of its historical process. Also data collection is made and a review of official documents on the PARFOR with the intention of presenting its nuances and characteristics, reach and the involvement with federative entities and it also presents its functioning and structure. This study initiates from the wide context of Teacher‘s Training National Policy in Brazil, to the narrow context, which is the PARFOR, in UFPA, in order to present a greater relevance it is shown its internal regulations and its academic functioning throughout Pedagogy‘s Course Pedagogical Project, as well as it is pointed out perceptions obtained during field research. As a final remark this study proposes to analyze the repercussions in teacher acting taking into consideration the Training received during PARFOR Course. This research has revealed how important it is to have a college education in the lives of PARFOR graduated students – both personal and professional, however, it is not possible to connect these specific aspects as being essential to the improvement of elementary school education. Starting training received by means the National Policy Plane of Training of teachers the basic education.