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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    A diversidade socioterritorial da Amazônia paraense e suas configurações nos currículos dos cursos de pedagogia PARFOR da UFPA, UFOPA e UNIFESSPA
    (Universidade Federal do Pará, 2019-06-26) OLIVO, Gerson Dias; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
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    A educação infantil na rede municipal de ensino de Belém PA: um debate sobre as concepções pedagógicas e prática pedagógica
    (Universidade Federal do Pará, 2018-08-31) MONTEIRO, Fernanda Yully dos Santos; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
    In order to develop such a discussion, we use the dialectical historical materialist method, which seeks to analyze the object with rigor, starting from the appearance to the essence of the phenomenon. The method is part of our conception of the world, therefore, it demarcates our ethical-political orientation. From the literature review, some specific categories emerged, to discuss human formation, we subsidized our analyzes in Duarte (2010,2012, 2016), Saviani (2013). On socialist pedagogy, the authors were Marx and Engels (2005, 2008) and Saviani (2012). In establishing the nexus of research with children's education, we used Kuhlmann (1998,2000), Rosemberg (1984) to talk about history of children’s education Arce (2012;2013), Saviani (2013) to explain the issues of early childhood education and critical historical pedagogy. Our research aimed to analyze the Municipal Education Network of Belém through documentary analysis and semi - structured interviews with teachers of early childhood education. The whole study is based on the conception of historical-critical pedagogy, a theory that proposes a historicizing perspective of contents, that is, it is defined by the historical process, guided by the concept of work and that has a position and commitment to an antagonistic historical project , a conception of man and world. As results, we present the children's education in the Municipal Network of Education of Belém as a space that perpetuates hegemonic pedagogical conceptions, the analysis about the training of nursery school teachers ratified the hypotheses that the initial formation has not given the necessary support to understand the theories that and that there are no sound guidelines for teaching the first stage of basic education, and there are infrastructural problems and involving the career of teachers who do not allow concrete pedagogical practices to be implemented
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    O programa ALFAMAT na prática pedagógica de professores: um estudo em escolas municipais vinculadas à SEMEC – Belém
    (Universidade Federal do Pará, 2019-03-13) MADUREIRA, Nila Luciana Vilhena; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
    The goal of this research is to analyze the ALFAMAT Program (Continuing Education Program for Teachers Mathematics Literacy, Reading and Writing), offered by SEMEC / Belem (Municipal Department of Education and Culture), in order to know what are the perceptions of teachers working in Cycle II of the Elementary School of the Schools of Belem, about this program. We believe that the ALFAMAT is inserted in a political, economic and social context of intense changes, aligned by a conception of neoliberal State, that is based on the justification that it is necessary to intervene and to control the public policies in the education area, considering the absence of resources in this area. Thus, the research problem that gave rise to the study aims to know what effects of the ALFAMAT Program on the pedagogical practice of the teachers of Cycle II (4th and 5th years) who work in the Schools of the Municipality of Belem. To answer the problem, the general objective was to analyze the effects of the ALFAMAT continuing education program on the pedagogical practice of the teachers in the classes of Cycle II (4th and 5th years) of the Municipal Schools of Belem and the specific objectives: to characterize the Program Alfamat in terms of its theoretical and methodological foundations focused on the pedagogical practice of the teachers of Cycle II; analyze the process of implementation of the ALFAMAT program with the teachers of the Cycle II classes of the Municipal Schools; to investigate the CII teachers' perceptions regarding to ALFAMAT. Regarding to the methodology of the research, this included the survey and analysis of official documents, semi-structured interviewing, having as subjects seven (07) teachers who work in Cycle II. For this, we use as criteria for the choice of subjects, the life cycles of the teachers, because we understand that each stage of experience in teaching presupposes a differentiated expectation about Continuing Education. In relation to the analyzed data, we used the content analysis and the categories of analysis made explicit in the work were Continuing Teacher Training, the ALFAMAT program and the pedagogical practice of the teachers working in Cycle II of Elementary School. Among the findings of the research were the different conceptions of the teachers about ALFAMAT, which, according to the orientation and experience, indicate favorable aspects, criticisms and suggestions about how they would like the Continuing Education, taking as a example the one developed by SEMEC / Belem, which indicates the need to prioritize aspects other than those resulting from large-scale evaluations
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