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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Tese Acesso aberto (Open Access) A experiência educativa da casa familiar rural de Gurupá/PA(Universidade Federal do Pará, 2019-04-23) COSTA, Ana Maria Raiol da; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523; https://orcid.org/0000-0001-9814-9089The research "The educational experience of a rural family house" ( Rural Familiar House) of Gurupá, aims to analyze the educational experience marking the potentialities and limits in its educational project from the perspective of integral human formation mediated by the Pedagogy of Alternation whose central issue is: This experience can be configured as an integrated high school experience integrated in field education? What are the contradictions of this experience in the perspective of integral human formation? We point the hypothesis that the educational experience of the field workers, based on the pedagogy of alternation, makes it possible to integrate the school, the family and the educating community. A priori is a historical experience and of social consciousness that conceives social practice as a space of learning, primordial for the project where it is the starting point and the arrival of the formative process. In this sense, this process is differentiated from traditional teaching. The methodological theoretical framework of the dialectical historical perspective balizes this research from the field research with the application of semi-structured interview and documentary survey. The literature review is a constant in the study. The results to some extent corroborate the hypothesis of research, since the educational experience is based on the education of the field man. This experience is guided by the formative pillars constituted by purposes and means anchored in the pedagogy of alternation. The PA is home experience mediated by didactic instruments Which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community. This educational path guided by the praxis makes the experience, a singular one. It is an educational experience in the context of capital which limits the possibility of being an innovative educational process. However, we cannot deny that the educational experience of the CFR Gurupá holds possibilities of providing the formation of the field man "in ", "by" and "for" the work.Dissertação Acesso aberto (Open Access) A implantação do projeto de aceleração da aprendizagem “mundiar” como componente do “pacto pela educação do Pará”(Universidade Federal do Pará, 2018-12-05) MESQUITA, Neli Moraes da Costa; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950This is a Master's Dissertation on the "Implementation of the Learning Acceleration Project" in the State of Pará, whose general objective is to analyze how the implementation of the "Mundiar" Acceleration Project in the State of Pará took place and the objectives specific: to analyze the conception of education expressed in the documents that normalize and guide the "Mundiar" Project as a proposal of the government to solve the issue of evasion, abandonment and age / series distortion in Pará education and to identify how the Public-Private Partnership was carried out in the context of the "Mundiar" Project. Bibliographical and documentary research was used as a methodological procedure in various sources, social and educational indicators, reports, contracts, regulations available on websites, official State and International Organizations bodies. The theoretical-methodological basis used was based on the theoretical contribution, based on historical-dialectical materialism, thus making it possible to move towards the essence of the "Globalizing" Learning Acceleration Project and to understand the contradictions and conflicts beyond appearances. From the set of analyzes, it was certified that the Public-Private Partnership has been privileged by the Secretariats of Education through signatures of management contracts. Thus public education has become a new niche to Capital and under the privatist discourse tends to be that of total quality which is based on indices, standardizations, technicality, instrumental and large-scale assessments. Throughout the research, it was found that public education of social quality that can emancipate and liberate, which can guarantee local identity, citizenship and respect for the environment, was not taken into account when the Acceleration Project Learning - "Mundiar" in the State of Pará, because in fact, it is more a centralized and vertical educational Project that results in the regression of achievements and social rights when analyzed beyond the goal of achieving the goals. It is defended in this Dissertation that the conception of education expressed in the documents that guide the Project "World" is a reductionist conception, exclusive and committed only with the reach of the goal predicted by IDEB. Measuring the educational process is important, but the potential of public education can not be reduced to technical and economic standards, since it, in its social potential, is a space for transformation, of democratic debates and can not be reduced to a commodity like the Capital. It is concluded, therefore, that education workers and thousands of students have only to receive the "Worldview" Project from top to bottom as a closed package, as well as an "instructional" educational project that includes the student with the objective , only to fulfill such goals, but it excludes and reinforces social inequality when one thinks of an education beyond the underemployment market. The possibilities of social insertion at this moment are denied the field of remote possibilities.