Dissertações em Educação (Mestrado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319

O Mestrado 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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Adoecimento de docentes na educação básica: uma revisão sistemática da literatura
(Universidade Federal do Pará, 2018-01-31) COUTO, Andrea Lobato; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
The illness on Basic Education teachers has been object of researches in the academy, and a survey of the main national and foreign researches on the subject is essential to obtain an overview of what has been investigated. This study aims to build a panorama of national and international research published between 2006 and 2017 on the subject of sickness in elementary education. It uses the Systematic Review of Literature (SRL) technique, of exploratory and descriptive character, with searches at SciELO, Eric, Lilacs and CAPES databases. The following inclusion criteria were considered: only articles; of the last 11 years; only full texts; only free; only peer reviewed; that deal with Basic Education teachers; that have the main descriptors in the title or keywords. The Content Analysis technique was done using NodeXL software. After the initial search, the criteria were applied, obtaining 45 articles. The results showed a higher frequency (35 = 77.8%) of studies investigating working conditions, health and suffering, as well as coping strategies, revealing that research has been directed in the search for the relation between work and illness of the teacher. A total of 3 (6.6%) articles used the Cognitive Social Theory to investigate related concepts. The technique of graph analysis and semantic networks allowed us to verify the connections between the most important variables present in the articles, such as Teachers Illness and Teachers Health, which reached a greater degree of centrality in the presented graphs, denoting their importance in the discussions that are being undertaken on the subject under investigation. Other revisions may be undertaken to assist in the search for studies that contribute to the research on teacher malaise. Despite the findings of this review, it is understood that other investigations may contribute with new data to corroborate or deny the relation between work and illness in teachers. Emphasis should be placed on the low frequency of studies from the perspective of Cognitive Social Theory.
Acesso aberto (Open Access)
As águas da cultura vivida inundando a educação: uma leitura sobre letramentos e cultura ribeirinha
(Universidade Federal do Pará, 2018-02-23) CARVALHO, Marcia da Silva; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This study discuss the shift of social and educational literacy in an Amazonia drenched in symbologies and knowledge present in the voices of the residents of the Isles of Paquetá, Longa and Nova and in Unidade Pedagógica do Jamaci, Icoaraci district in Belém/PA. It is riverine literacy. The conceptual dialogs in which these ripples are evident are docked in BHABHA(2013), GERRT (1989, 2014), EAGLETON (2011) dipped in hybridism and cultural webs, the relation between the schooling process and the living riverside culture are present in the seas brought by BRANDÃO (1985, 1986) and by the becoming of the waters flowing social and scholar literacy, learning and world reading invoked to this study by FREIRE (1980, 1987, 1989, 1996, 2004), SOARES (1986, 2008, 2010), STREET (2014). Culture in different places move literacy, intertwining lived culture of the riverside community waving insular harmonies and disharmonies. This ethnographic research is based on the voices of the residents of the isles of Paquetá, Longa and Nova, workers and students of Unidade Pedagógica do Jamaci, which is connected to Fundação Escola Bosque, located in Igarapé do Jamaci. The qualitative approach serves as a reference to this study in its ethnographic format, using semi-structured interviews, narratives, photographic material and active participants’ observation as investigative instruments, setting from the reading of the voices expressed in the narratives of the subjects. In this sense of problematization the central questioning is brought: To which extent social literacy resulting from the lived culture of the riverside community is connected to educational literacy in the schooling process of Unidade Pedagógica of Jamaci? As a result the study demonstrates that the experiences lived by the riverside community creates connections with scholar experiences, where lived culture of the riverside community through their daily life will communicate with the school, settling then that there are no literacy without these cultural elements of the riverside everyday life, without social literacy overflowing into the scholar literacy, without recognizing the reinforcing that the diverse religious and sociocultural manifestations give to the riverside community life and the sustainability possible because of the singular and insular experiences. This way the relevance of this study consist in the come and go of the waters enlightening the Amazonian culture identifying it in the rhetoric, in the curriculum and in the process of literacy, minimizing the invisibility of the riverine people and all their cultural potential.
Acesso aberto (Open Access)
Autoeficácia e satisfação no trabalho de docentes-alunos do parfor
(Universidade Federal do Pará, 2018-01-31) FERREIRA, Enizete Andrade; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
This research deals with the categories selfefficacy and satisfaction in the work in the light of the Cognitive Social Theory of Albert Bandura that will subsidize the study with teachers in formation by the National Plan of Formation of Teachers (Parfor). The clipping for study are teachersstudents of the pedagogy course (4th and 5th period) of three poles in the state of Pará: Belém, Abaetetuba and Cametá. The objective is to analyze teacher selfefficacy and job satisfaction of teachers in PARFOR Training. From a theoretical and methodological point of view, a systematic review of studies aimed at selfefficacy and job satisfaction subsidized by the Cognitive Social Theory was carried out in order to strengthen the research corpus; it is also a field research of an exploratory and descriptive nature of quantitative and qualitative nature; characterization questionnaire, Likerttype scales and interviews were used as data collection instrument. The quantitative data were processed by the analysis of Factorial Analysis (AF) and Analysis of Correspondence (CA), as well as descriptive analysis with measures of central tendency and in the qualitative analysis was performed Content Analysis (CA) according to Bardin with the software NVIVO 10. The results of the Systematic Review indicate the relationship of different variables in relation to the categories studied. In terms of selfefficacy, the most frequent subcategories were: teacher performance (f = 6), teacher collaboration (f = 2), selfesteem (f = 2), motivation (F = 2) and burnout (f = 2) were the most frequent with focus on the two categories simultaneously (selfefficacy and satisfaction). Results of the factorial analysis returned from the variables (questions) satisfactorily by the retained factors, already present commonality values higher than 0.30 (30%) that all variables present at least moderate correlation (r ≥0.50); in the correspondence analysis, the values of the descriptive level (p) lower than the level of significance of 0.05 (5%) and of the Beta (β) criterion greater than or equal to 3, point out that there is dependence on both the variables and their categories . The process of coding by semantic clustering (content analysis), resulted in final categories related to selfefficacy: (1) Beliefs and Strategies of Education (f = 36); Selfevaluation (f = 11), Peer Collaboration (f = 12), which synthesize participants' perceptions regarding this category and job satisfaction, which resulted in the final categories: (1) Emotional States (f = 43); professional valuation or devaluation (f = 25) and practice and teacher training (f = 7). It was verified that, in the educational context, the categories selfefficacy and satisfaction at work can influence the teaching actions.
Acesso aberto (Open Access)
Brincadeiras, jogos e a autorregulação da aprendizagem na educação infantil: um estudo de intervenção
(Universidade Federal do Pará, 2018-01-31) FURTADO, Maria Roberta Miranda; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
The present research aims to study the self-regulation of learning in Early Childhood Education through games and games. Self-regulation of learning in young children has been increasingly effective in the school environment as it can help children in their cognitive and metacognitive development. Self-regulation of learning refers to the individual's ability to become more independent and autonomous in their own learning. The self-regulation of learning is a current proposal, supported by the Cognitive Social Theory of Albert Bandura (2008). Given the importance of this construct can mean for the educational field and more specifically for Early Childhood Education, it seeks to understand how self-regulation of learning can contribute to the cognitive development process of preschool children through games and games. From the theoretical-methodological point of view, this study consists of an exploratory and descriptive research of quantitative character, constituting also as an intervention study. Through the application of the CHILD-Independent-Learning Development Toolkit (PISCALHO; VEIGA SIMÃO, 2014), it was observed that children presented less self-regulating aspects in the motivational and cognitive dimensions, which were central focus for the construction of the Intervention Plan, following the assumptions of the Cognitive Social Theory. This is an important collaborative tool for achieving these results in Early Childhood Education.
Acesso aberto (Open Access)
Uma concepção de educação a partir do diálogo em Gadamer e Freire
(Universidade Federal do Pará, 2018-02-28) SILVA NETO, Francisco Bezerra da; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078
This is a qualitative and bibliographical study, based on the philosophical hermeneutics of Gadamer, Freire's critical pedagogy and phenomenology, carried out in the academic master's degree at PPED, at ICED, UFPA, Belém campus. of the concept of dialogue in the authors mentioned. The main objective of this study is to rethink education from the dialogical perspectives of Gadamer and Freire, and specifically: to reflect on the contribution of Gadamer's philosophical hermeneutics to education; articulate some concepts of philosophical hermeneutics with the concept of dialogue in Gadamer; and, to establish relations between the conceptions of dialogical education in Gadamer and Freire with the question of the autonomy of the student. The guiding questions are as follows: 1. What kind of human being do we want to form, bearing in mind the contemporary context? And, therefore, 2. What education do we want, for what, for whom and based on what principles? As for the theoretical methodological reference, this work prioritizes Gadamer, in Truth and Method I and II (1999 and 2002, respectively) and Hermeneutics in Retrospective (2012); and Freire, in the works Education as a Practice of Freedom (1967), Pedagogy of the Oppressed (1987) and Pedagogy of Autonomy (2005). The contribution of interpreters of philosophical hermeneutics such as Flickinger, Rohden and Hermann is taken into account, as well as other important authors of education, such as Saviani. As a result we have reached the conclusion that education can never underestimate tradition, for as historical beings we are always in a given tradition. The language and, therefore, the dialogue intermediate the relation of the interpreter with the otherness. Education for the autonomy and citizenship of learners is most effective when it takes the living dialogue as a presupposition and establishes itself in a climate of intersubjectivity.
Acesso aberto (Open Access)
Concepções de infância e educação nos discursos do periódico a escola – revista official de ensino do pará (1900 a 1905)
(Universidade Federal do Pará, 2018-01-19) OLIVEIRA, Michelle Araújo de; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/600959237845366
Esta investigación tiene como objeto de investigación los discursos sobre niño y educación para la niñez presentes en los textos del periódico "A Escola - Revista Oficial de Enseñanza" que fue publicada en Belém do Pará en los años 1900 a 1905. Siguiendo en las líneas de investigación en Historia de la niñez y en Historia de la Educación en la Primera República, el trabajo tiene como objetivo analizar, discursivamente, la concepción de niño y de educación para la niñez presentes en estos discursos. Para ello, se seleccionaron, para el análisis, textos de los géneros Texto de Opinión y Poema que apuntan a discursos sobre niñez y educación. Se elaboró un inventario - apéndice- que presenta los años de publicación de la revista, los géneros encontrados en las secciones y una descrición de estas. Para un mejor análisis de esos discursos, se crearon cuatro categorías cuyas temáticas se encuentran presentes en las ediciones recogidas y en una mayor ocurrencia: niñez y papeles sociales; la niñez, el patriotismo y la formación ciudadana; la niñez y la familia; y la niñez y la escuela. Fueran seleccionados para la fundamentación teórica sobre História de la niñez y de la educación en la Primera República – contexto en que se pasa esta investigación – teóricos como Ariès (1981), Rizzini (2011), Gondra (2000), Kuhlmann Jr. (1998; 2001; 2002), Saviani (2008), entre otros, y para la fundamentación teórica sobre los impresos educacionales , teóricos como Nóvoa (1997), Caspard (1981), Fernandes (2008) , Chartier (2009) entre otros. Además, esta investigación hizo un análisis del discurso a partir de la perspectiva analítico-discursiva de Mikhail Bakhtin (1997; 2002; 2006) cuyos resultados apuntaran para una concepción de niñez y de educación para la niñez en un momento en que ellas eran vistas como el futuro ciudadano de la sociedad moderna que necesitaba de cuidados.
Acesso aberto (Open Access)
As condições de trabalho e a repercussão na saúde dos professores dos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2017-06-26) SOUZA, Márcia Helena Gemaque de; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The following article has the objective of verifying if the working conditions that teachers of initial years of elementary education – AIEF are submitted bring consequences to their health. This work paper is justified by seeking to understand: How the teachers health who work in the first years of elementary education is compromised in relation to the working conditions that they are submitted? The theoretical reference focuses on literature at the international and national levels, such as: Nóvoa (1995), Oliveira (2003;2010), Assunção and Oliveira (2009), Gasparini, Barreto and Assunção (2005), Assunção (2003), Codo (1999), Apple (2005), Vincentini and Lugli (2009), Esteve (1995), among others. And, in local level we appreciated Camargo (2004), Maués (et al., 2012), Camargo, Ferreira and Luz (2012), Medeiros and Reis (2012), Reis (2014), Solimões (2015), Barros (2013), who have developed researches that involve working conditions and teachers health. Official documents that deal with the Brazilian educational legislation complement the referential. The research methodology used is qualitative with semi-structured interview, the analysis of the data from the understanding of Dialectical Hermeneutics, which enabled us to understand the reality lived by the teachers, according to the condition that they develop their work. The research subjects were ten teachers from the Ananindeua municipal education network, who work in the initial years of elementary education, a director and a pedagogical coordinator of the school which these teachers work, a representative of the Municipal Education Council of Ananindeua and a representative of the Syndicate of Workers in Education of the State of Pará. The results points that working conditions are not favorable for the development of teaching activities, causing discomfort and worsening of teachers health in all subcategories, such as: continuing education, functional and organizational aspects, teaching career, teaching activity and the physical and material conditions.
Acesso aberto (Open Access)
Construção e validação da escala de autorregulação acadêmica
(Universidade Federal do Pará, 2019-01-28) SILVA, Emmanuelle Pantoja; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
Academic success is substantially linked to the efforts the student intends to make during the learning process. In the field of initial teacher training, it is essential that this process is solidified, in addition to occurring autonomously. For this study, the Cognitive Social Theory and, more specifically, the self-regulation construct, applied to the academic context, the Self-Regulation of Learning, were used as input. This construct applied to the teaching context can aid in learning because it is a process that requires the student to be proactive and to take control, even partially, of their metacognitive, motivational and behavioral processes. The purpose of this study is to construct and validate an instrument to evaluate self-regulation in university students. For this, two articles were developed, the first one was used data collection techniques, quantitative and qualitative, developed through a Systematic Review of Literature that captured 22 objects between the years 2008 and 2018, fruits of national and international research (English and Spanish) of the CAPES, SCIELO, LILACS and REDALYC databases; in the second article, a scale was constructed and evidence of validity was sought. Scale Reliability Analysis was applied to data collected through two instruments, the characterization questionnaire and the proposed scale, submitted to 445 students of two public higher education institutions. The scale is of the Likert type and is composed of 20 closed items, categorized by the psychological subfunctions that make up the self-regulation. The main results of the systematic review indicated that between the years 2016 and 2018 there was a fall in the number of publications, compared to the years 2014 and 2015, adding that only one study dealt with validation of scale applied to university students. Although the findings are considered to be low, they have investigated more intensively the issues of self-regulation of learning and its ramifications such as learning strategies, academic performance, academic procrastination, and others. As to the empirical research results (Article 2) with the application of the proposed scale, the presence of validity was confirmed by means of quantitative techniques, presenting satisfactory internal consistency in all items and also, Cronbach's alpha equal to 0.908, in the total scale score According to the results obtained, it has been observed that in the literature, in the last years, the studies related to the theme allowed to increase the knowledge around the theme, however the number of publications decreases over the years, mainly in what it concerns the validation of instruments to measure the construct, in addition to associating it with the context of the participants.
Acesso aberto (Open Access)
“Cruzando a linha”: afro-religiosidade, implementação da lei 10.639/03 e as fronteiras da educação escolar-um estudo com professores da educação básica
(Universidade Federal do Pará, 2017-08-14) OLIVEIRA, Ilka Joseane Pinheiro; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This dissertation constitutes a reflection about the role of Afro-religiosity in education as a theme capable of rethinking the notion of subject, education and culture in the institutional spaces of teaching, promoting the debate of ethnic-racial differences aimed at teachers of basic education, Having as subjects of this research students of the Specialization Group "Policies of Racial Equality in the School - III Class of the African and Afro-Brazilian Knowledge in the Amazon: implementation of Law 10.639/03", promoted by the Federal University of Pará - UFPA, from Of the Group of Afro- Amazonian Studies - GEAAM in partnership between Group of Studies Society, Culture and Education - GESCED, from 2015 to 2016. The locus of the research occurred in the pole of Castanhal. The research developed from a theoretical perspective of cultural studies with categories that debate culture, identity and power, which helped to think the religious field, and more specifically the plots and meanings produced by the teachers about Afro-Brazilian religions from this specialization. The research is inserted in a postcritical perspective in education and is qualitative. As a methodological strategy, participant observation was based on ethnography, based on analysis of oral and written narratives. Among the oral ones, the analysis was based on semi-structured interviews of teachers and narratives recorded in academic programs with the participation of the black, Afro-religious movement and members of the coordination of the postgraduate course. From the written sources we use reports from the subject "Afro-Brazilian culture and religions" and from the final works produced by the teachers. The first findings are that education and Afro-religiosity think of it as a hybrid frontier of difference in school, which has specific historical-social constructions, of the places accepted from where blacks and Afro-religious should occupy. Afro-religiosity is not included as a specific and separate point in the text of the National Curriculum Guidelines for Ethnic-Racial Relations Education or Law 10.639 / 03 that should be taught in schools. But in a movement of cultural processes where symbols are appropriated in various ways, they take shape over the teachers' pedagogical experiences that are marked and remarked by Law 10.639 / 03, arising in the midst of the politics of difference. The formative processes with teachers of basic education performatizam the subjects, (re) putting the subjective, the bodies, the cultural experiences in the school institutions.
Acesso aberto (Open Access)
Da profissionalização à mudança das práticas pedagógicas: a contribuição do curso de Pedagogia/Parfor – Polo de Igarape-Miri
(Universidade Federal do Pará, 2017-08-29) PIRES, Josilene Moraes Quaresma; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
The present research has the objective of studying the initial formation of teachers and the change of pedagogical practice, under the title: "From the professionalization to the change of the pedagogical practice: the contribution of the course of Pedagogy/Parfor of the Polo de Igarapé-Miri". As a general objective we set out to identify and analyze the contributions of the Pedagogy/Parfor course to change the pedagogical practices of the Igarapé-Miri teachers. The specific objectives of this research are to investigate the configurations of the National Vocational Training Policy of the Magisterium of Basic Education and its unfolding in the professionalization and teaching identity; to analyze how the educational reforms of the 1990s influenced the National Policy for Vocational Training of the Magisterium of Basic Education; to describe the Pedagogical Course Project (PPC) of Pedagogy/Parfor of the Cametá Campus, problematizing its local contextualization; to characterize, from the socioprofessional point of view, the group of teachers participating in the research; to situate from a theoretical point of view the debate about pedagogical practices within the school and to identify significant changes in the pedagogical practices of Pedagogia/Parfor teachers of Polo Igarapé-Miri and the nature of these changes. The research was based on the qualitative approach. We carried out a bibliographical review, documentary survey and later, a field study, which included the application of form and the accomplishment of semistructured interviews. We used as subjects informants of this research 10 teachers of the basic education of the course of Pedagogy / Parfor. The results show that the curriculum of the course was not elaborated considering the characteristics of the municipality, which is predominantly riverside. In turn, the disciplines that emphasized practical activities were the most celebrated by teachers, as well as those that gave them possible solutions to their daily work. We must also consider those disciplines that dialogue with the teachers' beliefs and perceptions regarding their relationship with themselves and with the students. The relationships that were established between teachers, students, other school professionals, parents and the community underwent a transformation, in some more intense, more noticeable. The affectivity surfaced, the look at the other, valuing the other. As for the professionalization, the teachers perceived it as professional ascension, salary improvement and pedagogical practice change. The course opened their horizons, raised their self-esteem and their understanding of their role in improving the educational process.
Acesso aberto (Open Access)
Discurso sobre violência contra a criança nas notícias do jornal “Folha do Norte” em Belém do Pará: perspectiva de educação no início do século XX
(Universidade Federal do Pará, 2019-05-31) VIANA, Carmeci dos Reis; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
Concerned with the themes of Childhood, Violence and Education, I seek in this Master's Dissertation to investigate violence against children, through the discourses present in the Folha do Norte newspaper at the beginning of the 20th century in Belém do Pará. as a guiding question of the study: "What discourses / practices of violence against children are presented in the Folha do Norte newspaper in the early 20th century in Belém do Pará?" In order to promote the debate on a subject so relevant to the understanding of construction of the child subject and his childhood in Bethlehem we brought as general objective: To analyze the situations of violence against children in Belém do Pará at the beginning of the 20th century and its relation with the social, educational and cultural context of the period investigated. As for the specific objectives we have: (1) To identify the typology of violence against the child that was registered more frequently in the News of the Journal; (2) To reveal the discourses that are related to violence and to the education of the infancy in the investigated sources; (3) Elucidate how the culture of violence perpetrated against the child affected age, gender, and socioeconomic status; (4) Understand that discourses on violence against children and early childhood education related to the social, political, economic, cultural and educational context of the time. This documentary research has the corpus constituted by specific subjects of the phenomenon of violence against the child, in the Folha do Norte Journal, in the first decade of the twentieth century. The theoretical reference used as input for the analysis of the collected data is based on the theorems of Mikhail Bakhtin on discourse. From this work, we realized that the newspapers of the time built a discourse about the child and / or about violence and its relationship with the child. And that these senses are representative of the nationalist, hygienist and progress ideal that defended themselves at the time.
Acesso aberto (Open Access)
A educação na era da técnica e o des-encobrimento poético segundo Martin Heidegger
(Universidade Federal do Pará, 2018-02-28) PONTES, Lucival Barbalho; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078
The question of technique is a frontal preoccupation in the thought of Martin Heidegger after the 1930s, since it becomes the guiding thread of the conjunctural analysis that the German philosopher effects to understand the ultimate metaphysical stage erected by man since the essence of technique (Gestell/enframing) was installed as an epochal principle of the atomic age. In this scenario, the sciences in general, as well as education, were coopted by the essence of the technique, which was based on contemporaneity, thus resulting in harmful consequences for the field of education, since it was converted into human resources training, capable of forgetting the fundamental and original questioning. However, for Heidegger even in the imminence of his overthrow, man preserves the essence of what saves him, and from the disguise of his forgotten essence he can take the steps that make emerge his essential poeticity, so abandoned since delivered to the essence of the technique (Gestell/enframing). Thus, it is thought to look ontologically to education insofar as it has become an instrument of technique, to show that it can be a vector of change in this panorama, so that man is not a mere technician, because education has the power to reveal to the same possibilities still not glimpsed of truths, it is up to the masters, to rise as poets, to enable the flourishing of the questioning as a tool that can open a world of genuine unveiling, to serenity bring to the fore the let-learn as the maxim of an aporetic act, as suggested by Heidegger. Thus, this research in philosophy of education, carries out a hermeneutic-phenomenological analysis of the problematic raised from several texts of Heidegger in the maturity of its thought, being capital between this collection of texts, its conference titled Question concerning technology (1953), in order to point out the way in which an era dominated by technique was established, which imposed on man a destination. In addition, there are dialogues with great scholars of the mentioned subject, among them: Benedito Nunes, Marco Antonio Casanova, Ernildo Stein and Steven Hodge.
Acesso aberto (Open Access)
O ensino de filosofia e a formação do ser-sujeito-criança na educação de Paulo Freire
(Universidade Federal do Pará, 2018-02-27) BARBOSA, Cleuma de Melo; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/0351310423782928
Acesso aberto (Open Access)
Entre o coercitivo e o educativo: análise da responsabilização socioeducativa no Programa de Medidas em Meio Aberto
(Universidade Federal do Pará, 2019-02-26) SILVA, Regina Célia Nascimento; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/7717970084199162
The purpose of this study is to contextualize the application of socio - educational measures, the contradictions experienced by the institutions that attend adolescents who are responsible for infractions, and the pedagogical and sanctioning duty of the socio - education. It will be sought to understand the meanings and meanings that the adolescents accused of the practice of infractions attributing to the interventions directed to them, as well as the pedagogical practices developed in the Specialized Reference Center for Social Assistance (CREAS), the main municipal public institution , responsible for offering the service of monitoring socio-educational measures in the middle of the open, in the Municipality of Barcarena. The research methodology was based on a qualitative approach, based on bibliographical research and the application of questionnaires with the subjects of the research-adolescents in compliance with socio-educational measures in the Open Environment and pedagogues active in the socioeducation. As a theoretical reference, the research is supported by Michael Foucault's Birth of Biopolitics (2008) and Vigiar e Punir (1984), which emphasize the discourses, practices and devices of power and the different modes of government that mark the historical process of our emphasizing the concept of governance. The thinking presented by Loïc Wacquant in his books, Prisons of Misery (2001) and Punishing the Poor (2007), which, in general, portrays the consequences of a policy of exclusion adopted by the State, in order to isolate social interaction the less favored classes. It is based on the readings of Pinheiro (2006) and Rizzini (1997; 2009) as a way to understand how Brazilian legislation regarding children and adolescents has been historically constructed.
Acesso aberto (Open Access)
A extensão universitária como práxis educativa do bacharel em direito da Universidade Federal do Pará: o caso do Núcleo de Assessoria Jurídica Universitária Popular Aldeia Kayapó (2004-2014)
(Universidade Federal do Pará, 2017-02-21) GOMES, Raphael Carmesin; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/7717970084199162
This research aims to identify what the function of the University Extension to degree of UFPA’s Bachelor of Law, having as a case study the Núcleo de Assessoria Jurídica Universitária Popular “Aldeia Kayapó” (NAJUPAK). To achieving it, we describe, briefly, the pattern of universitary institution, principally of the University Extension to verify what kind of university extension was contitute historically into the degree of UFPA’S Bachelor of Law. Then, we analyse the extension activity of Bachelor of Law as praxis, to explore the praxis of NAJUPAK. The procedure to gather datas is based in the documental research, principally books and papers that support at the path of dissertation, in the official documents that rule de University Extension (laws, management reports, etc.), in analysis of extension program selected. The research is based also in interviews made with subjects that belong to NAJUPAK during their degrees. This datas are confronted with theoretical background and with datas collected documentally. We see that NAJUPAK was a counterpoint in relation to formation at UFPA’s Law. While the “official” curriculum is constitute by stanch juridical disciplines of positivism, the NAJUPAK allowed to Bachelors unique educative experiences, evoking subjects, authors and methodologies of teaching.
Acesso aberto (Open Access)
Formação continuada de professores em educação ambiental: o curso de extensão em educação ambiental, escolas sustentáveis e com-vida no município de Capitão Poço-PA, processos e resultados
(Universidade Federal do Pará, 2018-03-08) MELO, Cilane da Silva; SILVA, Marilena Loureiro da; http://lattes.cnpq.br/7261982145077537
This dissertation addresses the continuing education of teachers in environmental education, since the relevance of the discussion on environmental issues is essential within the school environment. The perspective presented is that in view of the growing demand for knowledge in the environmental field, teachers are encouraged to improve their training, in this context distance education (EAD) can contribute positively to the continuing education of teachers. The general objective of the dissertation is to analyze the contribution of the Extension Course in Environmental Education, Sustainable Schools and Com-Vida for the ongoing training in environmental issues in the municipality of Capitão Poço-PA. To do so, the methodology used is characterized by semi-structured interviews with the graduates of the course, the research has a qualitative and quantitative approach with the collection of primary and secondary data from interviews and analysis of documents and bibliographic references. The results indicated that the extension course constituted an important initiative for the continuous training of teachers in the environmental theme, since it was the first training in the environmental area that many graduates of the course had. However, the analysis of the data points out that the practices that are developed in the schools of the municipality by the teachers are still linked to the conservative bias of environmental education in contrast with the critical propositions, evidencing themselves as occasional actions in certain commemorative dates. Therefore, implementing environmental education in school goes beyond teacher training, as it involves secondary issues such as teacher career instability, teacher turnover, structural-physical problems in the school environment. Teachers represent an important role as the materiality of environmental education in the school environment and through the Comissão de Meio Ambiente e Qualidade de Vida (Com-Vida) can contribute significantly to the changes in school space and promoting the transformation into spaces for sustainable educators.
Acesso aberto (Open Access)
Formação continuada para atuação pedagógica inclusiva na educação infantil: um estudo no sistema municipal de ensino de Belém - Pará
(Universidade Federal do Pará, 2017-06-23) OLIVEIRA, Marcia de Fátima de; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
The present dissertation, entitled "Continuing education for inclusive pedagogical activity of Infant Education: a study of the municipal education system of Belém - PA", investigates the process of continuous formation, planned, organized and developed with the teachers of Child education by the municipal education system of Belém, with the intention of qualifying them to educate children with disabilities. It is an empirical research with a historical-cultural theoretical-methodological orientation, inspired by the central ideas of Vygotsky and some of his commentators. In a historical-cultural approach, childhood is understood as a crucial period in the process of humanization, because it is the stage of life in which the child is brought into contact with culture and begins the process of forming his typically human functions. In this perspective, the education of children has a singular importance, for contributing to the formation of the basis of the process of constitution of the conscious human personality. Its role is to put the child in contact with human culture and with people through different social relationships, making possible the internalization of instruments and signs historically constructed and made available by culture and the formation of their human qualities. Thus, the general objective of the study was to investigate the process of continuous training, planned, organized and developed with the teachers of Early Childhood Education by the municipal education system of Belém-Pará, with the intention of qualifying them to educate Children with disabilities. The study was carried out in two distinct stages. At the first moment of the research, the dynamics of the continuous training process offered by the "Gabriel Lima Mendes Educational Center for Inclusion" (CRIE) were characterized by the teachers of early childhood education, in order to enable them to educate children with disabilities. At this stage, the information was collected directly at the CRIE, through information registration, document analysis and application of questionnaires. In the second moment, the dynamics of the counseling carried out by a special / child education technique and the visions of the teachers about the continued formations and pedagogical support offered by the CRIE were investigated. At this stage, the information was collected in a child education unit linked to the public education network of the municipality of Belém, through observations and interviews. The information obtained was analyzed under the historical-cultural approach. The results point out that the continuous formations are configured as punctual actions, with specific themes of Special Education and with little articulation with general education. The conceptions that permeate the formations have their roots in the conceptions "medical-pedagogic and psychopedagogical" (JANUZZI, 2004). The nursery teachers recognize the importance of the CRIE for the inclusion of children with disabilities in regular education, however, they point out the need for training and counseling to be more frequent, that there is continuity of the subjects addressed and the possibility of participation of all the teachers in the formations. The study suggests that public policies of continuous formation be implemented and implemented so that the formative processes can contribute, in fact, to the teacher formation.
Acesso aberto (Open Access)
Formação cultural de professores da educação básica: elementos para uma crítica de programas de formação inicial e continuada
(Universidade Federal do Pará, 2017-12-14) NASCIMENTO, Damasia Sulina do; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
The present research is inserted in the line "Teacher training, teaching work, theories and educational practices", of the Post-Graduation Program in Education of the Federal University of Pará - PPGED / UFPA. It aimed to understand how the initial and continued formation contributed to the cultural formation of teachers of basic education from the National Teacher Training Plan - Parfor which were also students of the National Pact for Literacy in the Right Age - Pnaic. Its general objective was to analyze how the cultural formation of teachers of basic education has been constituted in the processes of initial and continuous formation. From this analysis, we seek to identify in existing academic research and Brazilian legislation the existing conceptions regarding the cultural formation of teachers, to record cultural practices more recurrent in the initial and continuing training courses and their role in the cultural elevation of teachers, besides investigating that cultural practices in initial and continuing education, from the perspective of teachers, more contributed to their personal and professional development. It is a qualitative research in the field research modality, which comprised four stages: 1) Collection of bibliographical material, 2) Documentation survey, 3) Field research from the application of questionnaire and the accomplishment of semistructured interview and 4) data processing from the content analysis. Theoretical contribution was based on authors such as Carvalho (2009), Cruz (2008), Araújo (2012a), Leão (2009), Bigaton (2005), Caldeira (2008), Souza (2015), Williams 2002), Araújo (2012b), Forquin (1993), Leontiev (1978), Bourdieu and Champagne (1998), Sacristán (2002), among others. The results of this research allow us to understand that although they are not in a position to choose the models and conceptions of formation, it is noticeable that the training programs affect, from various perspectives, the life and the work of the teachers. Such transformations occur in the cultural, personal and professional, with interfaces between one and the other.
Acesso aberto (Open Access)
Formação de professores da educação infantil: a experiência de um curso de formação continuada
(Universidade Federal do Pará, 2017-08-30) NASCIMENTO, Flávia Costa do; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
The purpose of this dissertation is to identify the main contributions of a continuing education course for teachers of early childhood education, based on historical and cultural theory, to make changes in the conceptions and practices of teacher participants. In order to do so, a qualitative research based on Vygotsky's propositions was carried out, in studies carried out by researchers who follow the theory formulated by him (Delari, Pino, Prestes, Teixeira and Mello and Teixeira and Araújo), other and scholars who treat On the training of teachers of early childhood education, such as Teixeira e Mello and Teixeira e Araújo. Complement the theoretical framework, the legal frameworks related to early childhood education, such as the National Curriculum Guidelines for Early Childhood Education, the Law of Guidelines and Bases of Education and the National Education Plan 2014-2024. The central question of the research was presented as follows: What are the impacts of a continuing education course, based on historical-cultural theory, on the level of improvement in early childhood education in the conceptions and pedagogical practices of teachers? The research was carried out with professors from the municipality of Castanhal-PA. Following the methodological orientation of the historicalcultural theory that it is necessary to understand the genesis of the analyzed problem, the research was divided in two distinct stages. At the first moment, the documentary analysis of four semi-open questionnaires applied by the coordination of the program, to the teachers/cursistas of the municipality, was carried out at the end of the course. The second stage of the research consisted of an empirical research carried out with two teachers, a pedagogical coordinator and a manager, who participated in the course. At this stage, the information was produced from a semi-structured interview with the participants. The data were analyzed focusing the impacts of the course on the changes of conceptions and practices of the participating teachers. The results evidenced that the course caused changes in the conceptions of children, children's education and the role of the teacher, as well as contributing to modifications in their pedagogical practices, contemplating them in their role as teachers, coordinator and director.
Acesso aberto (Open Access)
A formação docente para o uso pedagógico das novas tecnologias de informação e comunicação: o papel do Núcleo de Tecnologia Municipal - NTM da Semed - Marabá
(Universidade Federal do Pará, 2017-06-28) SOUZA, José da Cruz; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
The present research has the objective of researching the continuing education of the teachers of the municipal education network of Marabá offered by the Nucleus of Municipal Technology - NTM for the pedagogical use of the New Information and Communication Technologies - NICT. It is therefore necessary to understand to what extent this training has contributed to the process of socialization and production of systematized knowledge, starting with the appropriation of NICT as an articulated means for the purposes of education that has as fundamental presupposition the process of humanization of the individual. Thus, it is sought to analyze in what perspective has occurred the training of teachers for the pedagogical use of ICTs, as well as the process of insertion of these technologies in school education in its entirety. In this sense the objectives of the research in question are to analyze: from the perspective of the teachers the importance of the continuous training for the pedagogical use of the NICT to the process of socialization and production of systematized knowledge; Which conception or pedagogical conceptions guide the formations offered by the NTM and the conditions of incorporation of the NICT into the pedagogical practice. The theoretical framework that guides and supports the analysis of the object of the research in question is historical-critical pedagogy. The option for this pedagogy stems from the fact that it understands education as a process of humanization of the individual by appropriating the cultural elements produced historically by humanity. The training of teachers in this perspective should contribute to the ability of this subject to appropriate the knowledge produced by humanity in more developed forms, which includes the appropriation of ICTs, which should be incorporated into pedagogical practice in the dialectical relationship between ends and means, Therefore, the technological determinism present in the hegemonic discourse. In this way, starting from the principles of historical-critical pedagogy, the research adopts the method of dialectical historical materialistic investigation, whose basic foundation is the apprehension of the real in its essence, from its contradictions and historical determinations. Data were collected through questionnaires and semi-structured interviews. The research was carried out in 7 (seven) municipal schools and NTM schools and 20 (twenty) teachers were interviewed. The research allowed us to understand the contradictions of the hegemonic discourse on the importance of the use of ICT in school education.