Navegando por CNPq "CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO::CURRICULOS ESPECIFICOS PARA NIVEIS E TIPOS DE EDUCACAO"

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Adaptações curriculares e a inclusão educacional da pessoa em situação de deficiência: um estudo de caso em escolas públicas localizadas no município de Belém/PA
(Universidade Federal do Pará, 2016-06-21) PAULA, Hulda Iza Gonçalves de; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This work is part of the theme of Educational Inclusion of the person's disability status. It is case study results conducted in two public schools in the municipality of Belém do Pará in which we analyze how these have promoted large curriculum adaptations to meet the demands of educational inclusion of people in disability situation. We had as objectives in this study to analyze the large curriculum adaptations implementation process promotes educational inclusion, access and permanence of the person in a situation of disability in public schools in the city of Belém / PA and discuss on actions that schools surveyed they have made effective to ensure access to the curriculum and the educational inclusion of these people. We also seek to analyze on how to position the educators working in public schools studied regarding the need to promote curricular adaptations for educational inclusion of people in disability situation. In this study the methodological procedures used during the research were qualitative approach through desk research, observation and semi-structured interviews with teachers, coordinators and managers of the surveyed schools. The collected data were analyzed using content analysis method. As theoretical assumptions we orient ourselves from the social model of disability, also making an analysis of documents from the National Curriculum Standards for the Curricular Adaptations strategies for the education of students with special educational needs. While results of this study we list the schools surveyed have implemented palliative settings within the adequacy of its physical spaces, structural and resources to promote educational inclusion, the adjustments, however, do not meet the demand of the needs of students in a situation of disabilities enrolled in them, especially in the categories spaces, affordable furniture and accessibility features. In this regard, public investment factor emerged as crucial for schools to develop the necessary adjustments to promote access and inclusion of all students. In factor access to the curriculum the curricular adaptation actions carried out in the schools surveyed are focused on evidence adaptations, reviews and content directed to students in deficiency situation, measures, however, that are not shielded and not provided for in the pedagogical proposal of both schools which does not guarantee its implementation and does not define how to give them the process. Educators of the schools surveyed consider that the curricular adaptation actions are associated with the process of teaching and learning, therefore, it is the responsibility of teachers to implement them. Large curricular adaptations constitute as adopted measures to enable the educational inclusion in the surveyed schools, although whatsoever in these schools differently Brazilian official view.
Acesso aberto (Open Access)
Enfrentamento da violência sexual contra crianças e adolescentes realizado na Escola Dom Rino Carlesi no município de São Raimundo das Mangabeiras-MA
(Universidade Federal do Pará, 2016-11-08) LEAL, Cleumir Pereira; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This work is linked to the Program of Graduate Studies in Education of the Federal University of Pará (UFPA), in line Education Research: Curriculum, Epistemology and History. The research was carried out starting from the question-problem: How tackling sexual violence against children and adolescents has been held at Dom Rino Carlesi school? It was defined as general objective: To understand how the combating to sexual violence against children and adolescents has been held at Dom Rino Carlesi school, followed by the following specific objectives: To know and evaluate the training of the teachers from Dom Rino Carlesi school to address the issue of Sexual Violence against Children and Adolescents; and identify what the municipal school Dom Rino Carlesi held to confront sexual violence against children and adolescents. The research approach is qualitative in nature because it is a process of reflection of a certain reality supported by methods and techniques that seek to understand the object in its historical and social context. The methodological steps were followed by the completion of a case study using the combination of school documents and semi-structured interviews with 04 educators as partners and 02 members of the Coordination / Management. The analysis of information in semi-structured interviews followed the technical guidelines of content analysis based on empirical categories Teacher Training and Combat Actions, dialoguing with the theoretical basis of this work. Among the results, we can demonstrate the absence of specific training of educators to address sexual violence against children and adolescents and the confronting actions are concentrated mainly during the campaign of May 18.
Acesso aberto (Open Access)
Interdisciplinaridade e contextualização no novo ensino médio: conhecendo obstáculos e desafios no discurso dos professores de ciências
(Universidade Federal do Pará, 2004-11-05) TRINDADE, Inêz Leal; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In this research I discuss the new high school’s challenges for teachers of science mainly the ones which concerns the purpose of learning based in interdisciplinary and contextualization. In face of that, this study was developed in order to answer how teachers are dealing with their practice with the new high school principles and what kind of challenges needs to be faced for the implementation of interdisciplinary and teaching contextualization, from the standpoint of teachers of science. So that I could consider the guiding questions and reach the goals purposed in this study, I used documental research, objecting the reading of the legislation that gave support for the high school reform, and biographic research to observe the central concepts of this research. Besides, I interviewed teachers of Chemistry, Physics and Biology through structural interview. The investigation results showed relative ignorance about the principles of reform established in official documents, for the most of interviewed teachers. However, the teachers didn’t showed themselves inattentive concerning the discussion about interdisciplinary and the contextualization, which not means that these actors reveal complex forms of dealing with these concepts or that they implement consciously made actions, looking for some contextualized and interdisciplinary teaching. It domains, through teacher’s conceptions, an instrumental vision of interdisciplinary and contextualization according to the conceptions pointed up in official texts. Concerning the challenges perceived by teachers to produce the implementation of interdisciplinary and contextualization teaching, those ones remained attached to his context’s dimension, that is, the public school’s structural problems and the limits of space and time. The conceptual dimension of terms in question, as well the limits that come from teacher’s formation, were peripherally observed.
Acesso aberto (Open Access)
Um olhar sobre a formação de professores que ensinam matemática nos anos iniciais do ensino fundamental em escolas do campo
(Universidade Federal do Pará, 2017-09-18) FONSECA, Lúcia Maria Batista; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740
The current research, that has nature qualitative in the research-action category, happened in the initial series of the Elementary School, in three schools of the rural area in Marabá (PA). The investigation was conducted in the line of research by Training of Science and Mathematics Teachers, linked to the Graduate Program in Science and Mathematics Teaching of the Instituto Federal do Pará, Universidade Federal Pará. For this investigation, we try to answer the following question: In what terms, a proposal for continued formation, in service, contributes to lead the didactic-pedagogical work of the teacher while teaching Mathematics in the initial series of the Elementary School in rural area schools? The idea was to do an investigation to understand how a proposal for continued formation in service can contribute to lead the didactic-pedagogical work of the teacher in the mathematics teaching in the initial series of the Elementary School in rural area schools. During the investigation, there were the participation of five educators from the initial series of the rural area schools of the city of Marabá, Southeastern of Pará State. The selection of those educator was based on the following criteria: i) To be an effective teacher of the city; ii) To have at least ten years of teaching in rural area schools on initial series and iii) To participate of the continued formation in the education network. The formative moments were articulated in 4 stages with two meetings each. The product of this research was the elaboration of a proposal of continued formation, in service, destined to the pedagogical coordinators of the rural area schools. The investigative instruments used were: questionnaire; semi-structured interview; observation and vídeo recording of the classes and direct intervention of the researcher in the didactic-pedagogical action of the teacher, followed by the process of reflection on the action. To understand the phenomenon investigated, it was used the Textual Analysis Discursive, according to Moraes and Galiazzi (2011); It were considered the theoretical contributions of: Alarcão (2011); Fiorentini and Nacarato (2005); Freire (1987); Imbernón (2006, 2009); and Tardif (2014). The collection and the organization of the empirical material, as well as the analysis of the selected material to compose the plot that answered the question of research gave rise to two axes of analysis: i) The teachers' comprehension about the continued formation and its practices, ii) The Teaching knowledge involved in the Pedagogical Practice: reflections about the teaching action. The analysis revealed that teachers attribute the difficulties in mathematics teaching to: a) the process of formation that they experienced; b) the continued formation has contributed little to improve the pedagogical practices; and c) the pedagogical coordinators who are not involved in teaching actions. In addition, teachers revealed that the proposal of the continued formation in service built on this research contributed significantly to the perception that there are other ways to organize the teaching practices to involve the experience knowledge and the profession. Another relevant aspect, according to the teachers, it was that formative experience happened in the work context and to provide another look about the actions related to the classroom, guiding the act of teaching and learning, not only the teachers when teaching Mathematics, but the students as they learn mathematics. However, the teachers recognized that it is necessary to train continuously to meet the demands of teaching.
Acesso aberto (Open Access)
Produção científica e questões teórico-metdológicas dos líderes dos grupos de pesquisa com ênfase no campo do currículo inscritos no Diretório de Grupos do CNPq/Brasil
(Universidade Federal do Pará, 2016-10-26) MATOS, Cleide Carvalho de; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This paper aims to research the scientific production and theoretical-methodological perspectives of the leaders of research groups in the field of curriculum. The purpose was to analyze the prominent theoretical-methodological perspectives in the area of the curriculum from the scientific productions of the leaders of research groups that chose the curriculum as object of study. What is the configuration of the research groups, with emphasis in the area of the curriculum, registered in the CNPq directory? Do the scientific productions of the leaders of the research groups that focus on the curriculum as objects of study and research prioritize the themes? What are the theoretical-methodological perspectives that tint the curriculum as an object of the scientific production of the leaders of the research groups? Documentary sources focused on the indicators on research groups available in the National Council of Scientific and Technological Development (CNPq) Group Directory Database and the Lattes curriculum of the leaders of these scientific spaces. I agree with authors such as: Bourdieu (2005; 2004) Corrêa (2013; 2012), Moreira (2001, 1990), Silva (2004, 1990), Ferreira Junior (2010) and Hayashi (2007). The historical time span of the research comprised the interstice between 1992 and 2014. The theoretical-methodological perspectives adopted by the leaders of the research groups show that the theoretical "frontiers" are in movement, becoming space of exchange, symbiosis, construction Of new conceptual relationships. There is concomitant use of critical and post-critical, structural and post-structural, post-structural and post-modern, post-structural and post-colonial discourses. The scientific field of the curriculum is evidenced as a space of dispute mobilizing forces that propagate generating institutional asymmetries and zones of privilege. The holders of scientific authority hold prominent positions in the institutional spaces in which they maintain employment relationships and in the field of curriculum.