Teses em Educação (Doutorado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2736

O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).

Navegar

Agora exibindo 1 - 20 de 127

Acesso aberto (Open Access)
A Organização para Cooperação e Desenvolvimento Econômico (OCDE) e a política de formação docente no Brasil
(Universidade Federal do Pará, 2011-11-24) FERREIRA, Diana Lemes; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This thesis studies the Teaching Training Policy in Brazil. The subject of this study is teaching training policy rules. The research matter refers to the relation between the Organization for Economic Co-operation and Development (OECD) guidelines and the regulation process of the teaching training policy in Brazil, during the period ranging from 2007 to 2010, presenting the following guidance questions: What are OECD interests and guidelines regarding the education area in Brazil? What is the concept of education for OECD? What is the concept of education framework of the PDE and the Target Commitment Plan “All for Education”? What are the guidelines of the Target Commitment Plan “All for Education” regarding the teaching training policy? Which OECD guidelines features are included in the Brazilian teaching training policy, during the period between 2007 and 2010? What actions within the PDE refer to the teaching training policy? The teaching training logic provided by OECD is being followed by the Brazilian government? The research started with the hypothesis that OECD interferes and guides the Brazilian teaching training policy and this is done through political and pedagogic guidelines imposing new rules for the conduction and materiality of this public policy. Therefore, the goal of this research is to identify and analyze the teaching training policy rules in Brazil for elementary education during the period from 2007 and 2010, as well as its relations with the OECD guidelines. Particularly, we tried to: analyze the OECD teaching training policy; study the Brazilian education laws related to the teaching training policy for the initial grades of elementary education; identify and analyze the relations between OECD education guidelines and prospects and the Brazilian teaching training policy. The methodology used was based on bibliographic and documental research and interviews. Data were analyzed through the content analysis technique. The study indicates that the teaching training policy in Brazil emphasizes the social, economic and educational development agenda from OECD. A Brazilian government concern for “effective” professors is identified, and “successful” schools and content are a central focus in the political and educational agenda, through the “culture of results”, via internal and external evaluations. The teaching training policy approach in Brazil has been designed within the context of a new morphology of labor, emphasizing teachers’ training aiming at the role such professionals may play as core agents in the materialization and success of such policies. The study indicates that OECD does guide the Brazilian education policies, which is a relevant research phenomenon, i.e., it goes beyond the idea that the cooperation and partnership between OECD and the Brazilian government are tenuous because Brazil is not a country member of OECD.
Acesso aberto (Open Access)
A gestão premiada: a experiência de gestão do C.E.M.R.C São Francisco Xavier em Abaetetuba - Pará
(Universidade Federal do Pará, 2012-01-16) ARAÚJO, Maria Auxiliadora Maués de Lima; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The theme of this thesis is the logic of school awards, understood as a strategy to regulate the school’s management, supported the managerial logic, which wants to become hegemonic in Brazilian public schools. In order to understand the object, were identified and analyzed political and economic, sociological, psychological and philosophical references that are fundamental constituents of the object, and was investigated a specific experiment in school management rewarded. In the initial stage of this research the research in literature was used, needed to understand the references in the logic of award, and later, documentary research, allowing the analysis of school documents and awarding bodies. A case study was used to investigate the uniqueness of a reference school in the logic of award, the Escola de Ensino Fundamental e Médio em Regime de Convênio São Francisco Xavier, a national reference in "democratic" school management according to several awards. It is said that an effective school management with features that approach to democratic management, based on the use of participatory strategies involving different subjects of the school and the community, is done, but that by developing actions in line with the announcements of awards competing, it approaches the characteristics of business management, emphasizing meritocracy, individualism, pragmatism and systemic analysis. Some of the brands of school management here studied are ambiguous, as they are obviously management practices guided by the logic of democracy and market, and the “participationist” appeal. It was concluded that the reward notices are gaining strength in regulation of school’s life and in the sense of audience, quality and participation are reframed according to the perspective taken.
Acesso aberto (Open Access)
Movimento pela educação de jovens e adultos nas CONFINTEAS e seus desafios para a política educacional
(Universidade Federal do Pará, 2012-12-10) GOMES, Ivanildo do Socorro Mendes; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The research started of the thesis that there is a movement by Young and Adults Education that presents a local, regional and worldwide involvement for which different agendas place challenges for educational policy in this field. Analyze more generally the movement by EJA considering the challenges placed by their agendas to the policy prepared and implemented in this field. More specifically, discuss about the progress of the recommendations the adult education existing in the International Conferences on Adults Education; reflect about the different movements by EJA that operates in the CONFINTEA VI process; analyze the challenges placed by agendas produced by different movements by EJA. The research performed is characterized as a documental research in which I analyze the main documents produced in the movement by EJA. Through the documental research I analyze the content of the prepared agendas discussing the challenges presented for policy of the EJA theoretically based on Boaventura de Sousa Santos, Maria Clara Di Pierro, Moacir Gadotti, Miguel Arroyo, Maria Margarida Machado and Timothy Ireland. Therewith, it obtains as results that the CONFINTEAs performed in 20th century present a historical of propositions which advanced along their achievements, however they did not have significant effects in the practical actions of the EJA; that there are movements by EJA that goes beyond social movements, which is consolidated by the articulation between the State and Civil Society; that in these movements were produced agendas in which appear certain trends that challenge the EJA policy as: the diversity which led me to discuss the education for diversity, inclusion of people in and through education considering the perspective of education for inclusion and concern about the environmental problems of the planet forwarding my look to education for sustainability.
Acesso aberto (Open Access)
O mito da virtuosidade da avaliação: trabalho docente e avaliações externas na educação básica
(Universidade Federal do Pará, 2013-01-25) ASSUNÇÃO, Mariza Felippe; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This thesis work in Basic Education and Teacher has as object of research the relationship between politics and external evaluation of teaching for basic education in the city of Belém. The overall goal is to analyze the model of educational evaluation, established by government and it’s relationship with the teaching work of the lower grades of elementary school in the city of Belém, with an emphasis on classes that undergo “Prova Brasil”. The methodology used was the literature and case study, understanding that this is in line with the recognition that the problem of the proposed research is of specificity in Municipal Educational Belém also noteworthy is the comparison of interviews with teachers, allowing joint analysis of the following categories: external evaluations, regulatory and educational teaching. The research shows that: a) The Administrative Reform of the Brazilian State demand new regulations and having as parameter defining the dynamic evaluation, social policies that reduces the logic of the market, and expands the reach of education to produce school failure, blaming the teacher b) From the deployment of “Prova Brasil” exam and consequently the release of IDEB no significant changes in the context of teaching the teachers of the schools surveyed, since their work schedules were strongly affected by the dynamics of the external evaluations and in particular the need to tailor their work to the dynamics of the tests proposed by MEC Proof via Brazil and the Municipal Education-SEMEC c) There is a daily concern to equalize the numbers for the school flow that should result in the note IDEB d) The intensification of teachers' work is recognized by the teachers of the schools surveyed, however assume their responsibility without understanding the dynamics of accountability imputed state e) the institutionalization of new regulations reveals a kind of ideological collusion to manufacture the myth the virtuosity of the evaluation, in other words, there are sectors of society interested in maintaining a school class.
Acesso aberto (Open Access)
Professoras aposentadas em território rural/ribeirinho: identidades e práticas socioculturais
(Universidade Federal do Pará, 2013-02-28) RODRIGUES, Isabel Cristina França dos Santos; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This paper aims to analyze the meanings that retired teachers, who worked at elementary schools, as well as other people give to the identities and practices developed by women from the Moiraba and Carmo do Tocantins villages, especially in the interaction with a new teachers‘ generation. To accomplish the investigation, three movements of insertion were done in the focused communities to collect narratives from the people involved; the first phase was the exploratory one, the second phase involved interviews with different groups from the mentioned communities and the third phase involved ―Memory workshops‖ in 2009, 2011 and 2012 respectively. This way, we used theories from the Oral History especially to organize the Memory workshops. The narratives were analyzed from themes that involved the experience knowledge, the occupations, the work, the professional cycle, and the teacher‘s knowledge associated with the bakhtinian dialogism and the culture perspective related to the ways of living. This way, the retired women will continue to invest in other kinds of productive activities and they are willing to live new experiences showing that in certain communities in the Amazon, Pará, the imbrication between school, church and community leaderships is still recurrent. These are groups that don‘t work under political-administrative demands but through affective and respectful relationships. These groups value shared experiences especially with elementary school teachers contributing with their intellectual and human formation. They put new projects of life into practice and they try to keep the status the retired people who are available in different public spheres especially sharing knowledge with elementary school teachers. These procedures give them not only social acknowledgment but it also gives well-being which is an important aspect to construct a well succeed old age. Therefore, retirement is not an end, but an evaluation stage and a preparation for projects of life that are supported in more collective projects to give new meanings of life.
Acesso aberto (Open Access)
Avaliação da implementação das ações de enfrentamento ao abuso sexual contra crianças e adolescentes em escolas públicas de ensino fundamental do bairro do Guamá – Belém-PA
(Universidade Federal do Pará, 2013-03-04) LIRIO, Flavio Corsini; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
Scholars point to the school as a strategic location to strengthen the action of coping with sexual abuse of children and adolescents. Since 2000, with the elaboration of the National Plan to Combat Sexual Violence against Children and Adolescents, public policy for the treatment of this problem has gained greater visibility and organicity in Brazil. Sexual abuse of children and adolescents is a major event recorded by Dial Human Rights (2011) and the Guardianship Councils of Belém (2010). The Guamá neighborhood - Belém / PA has the highest rate of complaints of this nature and girls are the majority of victims. This context reveals the social relevance of the problem. This thesis has as its object of study the implementation of public policy for confronting sexual violence of children and adolescents in public schools teaching the fundamental Guamá. To be able to print a contextual analysis of the research was conducted through a qualitative approach supported in the techniques of semi-structured interviews and documentary analysis. Survey data are documents relating to plans, programs and projects that government has in its scope to confront this kind of violence and are targeted to schools. Also interviews were conducted in thirteen schools in public elementary schools of district with directors or officers appointed by them. The analysis of the material was through the technique of content analysis divided the stages of pre-analysis, inferential analytical description and interpretation. Data analysis showed that: 1) policies formulated at the federal level in the area of training of education professionals and learning materials developed for the purpose of subsidizing them at appropriation of the theme not reached the schools surveyed, 2) plans / projects that have among their objectives coping with this type of violation due to problems of infrastructure and personnel were not executed as planned, 3) nine interviewees consider that there is a thematic approach to the curriculum of the schools, but not as specific content but a discussion point among other issues. The conclusion is thus that the weaknesses brought to public policy to combat violence against children and adolescents has not been implemented in the public elementary schools of Guamá - Belém / PA. Children and teenagers of compulsory school age, are the main victims of sexual violence. Therefore, the importance of integrating the school in network coping with conditions to identify and report cases of this nature. But for that, must to have that policies designed for this purpose come to school units, especially the training policy and has intersection with educational policy.
Acesso aberto (Open Access)
Ser orientador em programas de pós-graduação em educação: uma descrição fenomenológica
(Universidade Federal do Pará, 2013-03-04) FERNANDES, Roseane do Socorro da Silva Reis; MOREIRA, Wagner Wey; http://lattes.cnpq.br/5798244047692726
This study describes the research about what is to be an orienteer teacher into programs of post-graduation in education, developed with eight teachers of the Post-Graduation Program in Education of the Federal University of Rio Grande do Norte. This is a qualitative research based on the phenomenon that is situated and it has as interrogatives: what is to be a orienteer teacher? How they develop the function of orienteer? The empiric data were produced by interviews that had the purpose to present the existential position that the teachers produce in their experience to orientate and also to identify how they play the function to be an orienteer. Our thesis is that to be an orienteer only can be understood at the time that they start to live the experience, not by the behavior submit a pre-conceived world, in opposite, when they exist in the world of the education is when they create their existential base. The theoretical referential of the Phenomenology of Merleau-Ponty, in special the work Phenomenology of the Perception, gives sustentation to this study. The data produced through the interviews with the orienteer teachers shows that to be orienteer is to be together, to learn, to open the horizons, to deal with the pressure of the system, with the singularity of the human condition, it´s a kind of activity that make you grow, to learn, to be disappointed, to feel important like as in others situations in life. The relationship between orienteer and their students must be based on empathy e can´t be reduced only into an exchange of knowledge, but also of affection and that´s why sometimes is a dramatic relation, including the projections of the both. We do not defend that is not necessary one formation that attends the specifics requests of the activity of orientation. In opposite, a educative practice demands interlocutions, to understand what happen to us, what we have done and why we have done, what it was successful and what was not, it´s to share life, into a project that have as its basis the human existence e its possibilities to come-to-be.
Acesso aberto (Open Access)
A formação do pesquisador na pós-graduação em educação na universidade moderna: valores epistemológicos e ético-políticos
(Universidade Federal do Pará, 2013-03-15) OLIVEIRA, Damião Bezerra; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This work aims to comprehend the axiological referential of the Modern University and its consequences on the education process of the students in the Postgraduate Program in Education, (Portuguese: PPGED), on the Federal University of Pará, (Portuguese: UFPA). The research problem can be expressed by means of two questions: 1) Which epistemological, ethical and political values does UFPA incorporates on its ideal of formation? 2) With which values is the formation of PPGED researcher’s imbued? An epistemological approach was then used, substantiated on the hermeneutic-existential phenomenology and employing bibliographical data, semi-structured interview transcriptions and field notes as texts, in the organization of which content analysis techniques were utilized. Through this analysis it was concluded that the modern university has its origins rooted in the Illuminist philosophy, which despite considering the notion of research as its center, was truly based on the concept of Bildung (German word for “Formation”) and related to the neo-humanism. The university has to create researchers not limited to the stricto sensu, it must educate individuals who can think by their own means, autonomous, critic and rational, and in these values resides the essence of research. The following thesis could then be attested: “The epistemological, ethical and political references of the modern university, based on the notion of an autonomous, free, conscious and critical subjectivity maintains its institutional vigor in the constitution of the axiological referential concerning the process of education of UFPA students, specially PPGED students, despite being modalized and criticized, in a self-criticism oriented process, which is a constitutive part of the modern individual.
Acesso aberto (Open Access)
A educação como transgressão: nos horizontes da escolarização de hansenianos no Pará do século XX a (re) criação da experiência de si
(Universidade Federal do Pará, 2013-03-25) COSTA, Ghislaine Dias da; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
To present Thesis that interferes in the group of researches developed by Pesquisa Education's Line: Curriculum, Epistemologia and History of the Program of Masters degree in Education of the Federal University of Pará, the 20TH century. Takes as corpus of study the narratives of five education ex-Hansenianos memories, documents and historical sources to analyze by triad power-know-subject, that experience as a transgressor. The theoretical research depart of contributions from authors transiting by post-structuralism, especially the thought of Michel Foucault where search-if a dialogue about parallel lives, education, subjectivation, transgression and aestheticization. The survey analyses show that the experience of schooling not only presents some specifics about the modes and the context in which it was carried, but, also, as for the singular and existential meaning that acquired for the hansenianos patients that entered the school in their lives, and with this they opened banks to experience both of transgressors processes itself as in the collective social life of the colony by decreasing the strength of subjectivation: make it possible to think that the Transgression in the field of education, plays an important role in Education to enable the creation of passages, gaps for new configurations of senses, new modes of existence, as a space for the recognition of the multiplicity of existence, the difference in the formation of subjectivities resistant, transgressive, creators; reveal a unique experience of schooling can contribute to re questioning knowledge and educational practice ethics and politically committed to the differences and contribute to redeem certain images sometimes forgotten history, the lives of infamous men, denied, silenced voices in contexts of schooling; Finally point to the prospect of teaching ethics and aesthetically oriented, capable of acts of creation and the transgression.
Acesso aberto (Open Access)
Os elementos de inclusividade na prática curricular de uma professora: uma análise a partir da cultura escolar
(Universidade Federal do Pará, 2013-03-25) MESQUITA, Amélia Maria Araújo; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This thesis aimed to analyse the argument of the school community of the Pará School on the nomination of the practice of a teacher as inclusive, searching from this point identify the elements of inclusion present in a practice with strong feature of traditional education. It worth to say, that the expression curricular practices with elements of inclusion, understands the inclusion as a thing that is materialized in state, situation or quantity. Therefore, the inclusion as noun (inclusion) applied to the term curricular practices comes from an adjective dimension, this way, it reveals materiality. This movement is necessary because the practice indicated as inclusive presented strong characteristic of what the literature of inclusion calls excluding or failed inclusion. At this point emerged the following problem: Why a practice that can be considered non inclusive in the literature of inclusion is recognized as inclusive by the school community of Pará School? This problem was unfold on the following lead questions: 1) What elements of inclusion compose/ change the objectified culture of the school materialized in the curricular practice of the teacher L? 2) What curricular practices are considered inclusive by the school community of Pará School? 3) What influence does the school culture has in what is underlying the idea of inclusion understood by the school community of Pará School? The research was developed in a qualitative approach through a study of case, using as data collect technique the observation, the semi structured interview (applied to two responsible for the handicapped students, a teacher and a pedagogue who works at the multifunctional resources room, a pedagogic coordinator and the teacher pointed by the school community) and as complement a documental analysis. The data revealed among other things the expectation that the school community of Pará School has about the educational inclusion of the handicapped students, turning evident that this one is settled in the possibilities of participation in the school activities that occur in different spaces and time, in the acknowledgement of the handicapped student “only” as a student, in the appropriation of knowledge properly from school and in the use of determinate and typical school workmanship. It was from these aspects and of the understanding that practice is objectified culture that school culture appeared as a central category for the analysis of the elements of inclusion present in the practice of the teacher subject of the research. From the present argument, was developed the thesis that the inclusive curricular practice for the school community of Pará School is the one that enables the handicapped student to participate/produce and appropriate itself of the school culture, as an own school culture.
Acesso aberto (Open Access)
O programa gestão nota 10 do instituto Ayrton Senna e a educação em Santarém-PA
(Universidade Federal do Pará, 2013-03-26) SOUSA, Walter Lopes de; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study examines the public-private partnership agreement between the City Hall of Santarém - PA and the Ayrton Senna Institute, who has implemented management programs in education in this city. Among these programs our study focus on the "Programa Gestão Nota 10" (PGN10), because we have interest to analyzing the changes that occurred in the Department of Education and their schools. To get this target we have developed a research when were reviewing papers about educational legislation, management reports, reports about educational organization, documents about the public-private partnership and also documents that was madding on it. We did field work during the search and we did 21 (twenty one) semi-structured interviews with teachers, council members of social control, educators, directors and coordinators who work in the educational sector of the city. All the information about search were treated using the Discourse Analysis, because it offers the possibility of apprehension speech in the forms of oral and written communication, however, as a tool it’s able to use for analysis of other media - as written in official documents of the partnership IAS-PMS. Because we understand that all communication that brings meanings can be translated by the techniques of Discourse Analysis, and we interpreted with the dialectical materialist method. This study not allowed classifying the occurrence of democratic management, as evidenced by the discussion in this text. Regarding the implementation of the management model, we realize that it cannot be completed because there are still elements of old traditional management in education, besides the model of "nucleation", where there is not even principal or director in many schools. This contributes to delays the successful implementation of managerial organization. We realized, besides introducing market concepts in public education, stimulating competition between classes and schools, this partnership also wok to feed these private sector with public money in exchange for the implementation of certain management techniques in the management education sector. Moreover, there is intensification upon the teacher’s work that happens to be blamed for the results to be achieved, which creates a situation where it is not allowed failure to meet these targets under the accusation of incompetence or even veiled under the warning to face some administrative measure. In this situation can appear a practice of "increasing height" of the indicators that do not always express the real situation. Finally, our study showed that this practice continuous delay the possibility of education for citizenship in schools, because there is a lot of space for increase a competitive spirit than space for developing critical knowledge of an environment capable of discovery. Our study and analysis shows that whole issue is masked by market ideology in the educational sector.
Acesso aberto (Open Access)
Biografemática e formação: fragmentos de escrita de uma vida
(Universidade Federal do Pará, 2013-04-12) GONÇALVES, Jadson Fernando Garcia; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
The present work has as research object the auto-biographems in the context of teachers formation. It analyses a set of texts of autobiographical characteristics extracted from the proceedings of the International Meting on (Auto)biographical Research – CIPA – of 2006, 2008 and 2010. The study is focused, mainly, on the notion of biographem, and on the problematization of Writing of Life in autobiographical texts of teachers of higher education – as presented on the mentioned editions of CIPA. Setting Writing of life (on its autobiographical form) as a problem, shows the changing alternatives (characterized by encounters, dis-encounters, bifurcations, links, contiguities, sinuosities, fragmentations) of a life. A written life, not as a direct and veridical correspondence with life, but as a possibility of creation, of invention of a writing of life that produce some kind of influence... Details of a life, strokes, spaces, holes, fragments that cast a spell, touch, scape from the text and get into our lives; details that produce a co-existence: joy of writing: immanent artifice of a life. This work, as an exercise of critic, does not propose an analysis of auto-biographical texts from a judicative our veridical perspective, it does not aim to criticize the object or the form of writing, but it aims to offer a collection of fragments, lines, sentences of pleasure that allow to link life and writing, a life crossing through lines of writing, a life as fault, crack of lines of writing. It also imply an affirmation, as force-idea of this thesis-experiment, of the impossibility of “imprisoning” life into an Auto-biography-destiny and proposal of a auto-biography-drift.
Acesso aberto (Open Access)
A tradução da tradição em práticas curriculares no colégio estadual Paes de Carvalho
(Universidade Federal do Pará, 2013-04-15) RIBEIRO, Joyce Otânia Seixas; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
The curricular practices of translation tradition cepeceana are the subject of this thesis. This object was produced through ethnographic experience postmodern in the State College Paes de Carvalho, located in the Historic Centre of Belém do Pará. In the ten months of field work I made everyday observation during the morning, searched school documents, photographed the object and talked with the interlocutors - teachers, employees, pupils, and two groups, the students called Belíssimas, and gay students called Lorranys. The problem was so produced: which the meanings of practices reinvention of architectural space, the normalist uniform and school events sponsored by students? How these practices are crossed by generation, gender and sexuality? The central aim of the research is to interpret the practices of architectural reinvention of tradition, the normalist uniform and events promoted by pupils, considering the crossings generation, gender and sexuality. With the information produced, began the process of cultural translation and ethnographic writing. Cranked up the cultural translation in two ways: as a methodological tool of ethnography and as an analytical tool for interpreting the curricular practices of cultural translation. I argue that the encounter between tradition and cultural difference, brings forth the pedagogical between-site and between-time, favorable areas to translational curricular practices, marked by generation, gender and sexuality. Such translational curricular practices are expressed acceptance of gendered staircases, translating space, normalist uniform by Belíssimas and events Lorranys by drag queens with their shows.
Acesso aberto (Open Access)
A gestão universitária: um estudo na UFPA, de 2001 a 2011
(Universidade Federal do Pará, 2013-04-19) RIBEIRO, Maria Edilene da Silva; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The research hereby presented had as its main objective and focus the university management in the Federal University of Para - UFPA (State of Para, Brazil), with emphasis to participation and autonomy in the process of institutional decision-making within the context of the reform of the State, in the years 2001 through 2011. It consisted of a case study that departed from the premise that, within the context of neoliberal reforms and by means of rules and regulations both national and international, the model of managerialism is being spread throughout the institutions of the social sectors, such as the universities, which takes place under internal consent and according to guidelines that approximate them to the market, causing participation to be restricted to collegiate and autonomy to be devalued. In UFPA, actions of the Superior Councils such as reformulation of legal framework, planning processes, election of directors, among others, have been adjusted to the principles underlying the guidelines mentioned above, and thereby university management is being remodeled. The method of dialectical historical materialism was used in order to analyze the conflicts and contradictions present in the model of management adopted by UFPA. The data were gathered in a number of sources, namely minutes, regiments and resolutions of the institution as well as in Brazilian legislation and documents issued by international organizations. Also, semi-structured interviews with nine subjects and direct observation of the meetings of the Councils were conducted, from September/2010 through September/2011. Analysis was carried on regarding: - theoretical conceptions of management and its transposition to the educational sector within the context of the capitalist society; - the model of managerialist management and its relation to the neoliberal reforms of the State as well as of Higher Education, departing from regulations issued by the federal government in accordance to the international organizations; - the main conflicts inherent to the university management, in UFPA, with emphasis to the statutory reformulation, the choice of directors, and the institutional planning process; - the materialization of the university management through the actuation of the UFPA Superior Councils. Results indicate that the model of management founded upon the principles of managerialism has been adopted in UFPA being consented by the Superior Councils and expressed in the processes of elaboration of the new Statute of UFPA, the Plan of Institutional Development (PDI), and the Program for the Support to Plans of Restructure and Expansion of Federal Universities (REUNI); in the choice of the major administrators; and in the actuation of the Superior Councils. Such aspects demonstrate the relation to the guidelines and regulations issued by the neoliberal State and international organizations, and indicate a model of management that, on the one side, does not allow for collective participation while restricts the UFPA institutional autonomy, and on the other, promotes distancing from debate and from the implementation of an emancipatory project.
Acesso aberto (Open Access)
Política de avaliação e trabalho docente no ensino médio
(Universidade Federal do Pará, 2013-04-26) CARNEIRO, Verônica Lima; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
The research deals with assessment and teaching in high school, where the object of research and analysis assessment policies that have been instituted since the early 1990, with specific focus on the so called new Enem and its impact on teachers' work. The study aims at analyzing and understanding the reforms instituted in Brazilian education from the 1990s, with a focus on external evaluation, specifically in implementing the Enem, while an evaluation process implemented in the wake of a new educational regulation and its possible repercussions on the teaching work at this level of education, the last stage of basic education, with the locus of the Metropolitan Cariri - CE. Regarding the methodology, we opted for qualitative research approach, focusing on the complex world of policy and external evaluation of teaching in high school, resorting to collecting data, the exploratory research, literature review, document analysis and non-directive interviews. Data analysis was performed based on content analysis, based on exhaustive analysis of information gathered that, collated with the theoretical allowed the emergence of some categories of analysis, such as external evaluations, teaching, education and regulation accountability. As a summary of the results obtained, we emphasize that: - Reform of the State Apparatus Brazilian implemented from the 1990s, established the “state evaluator”, based, among others, the unaccountability of state for social policies, the focus results in excellence, and performativity in achieving efficiency and educational effectiveness, instituting control mechanisms, in the form of reviews, for the promotion of education regulation, to ensure the dominant values in educational school, controlling their results, - are strong the impact of educational policies listed under market logic about the school, since it has undergone significant changes in recent decades, due to the "state appraiser" and the growing centrality of external evaluations; - external evaluations large-scale, highlighting the Enem, favor accountability, through the phenomena of irresponsibility of the state, increasing school accountability and professional education, meritocracy and the privatization of education, promoting the intensification of teachers' work; - the current assessment model of large scale requires emphasis on outputs or outcomes rather than the process, focusing on individual tract of institutions or students, through predominantly quantitative data, resulting in classification and rankeamento, encouraging competition between educational institutions and between subjects; - this process is reflected in the work of teachers, intensifying it, as teachers, in default of its objective working conditions that are appalling in most public schools, tend to be responsible, individually, the success or failure of their students; - Finally, we note that despite new assignments and responsibilities are being charged to the teacher, including the unilateral imposition of goals to be achieved, there is, in contrast to the demands posed by Enem, an effective state policy toward the enhancement of professional teachers in Ceará, either through career, remuneration and/or continuing education.
Acesso aberto (Open Access)
Currículo e formação docente no curso de ciências sociais/UFPA: configurações, continuidades e rupturas (1963-2011)
(Universidade Federal do Pará, 2013-04-30) FREITAS, Leandro Klineyder Gomes de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The thesis investigates the curricula design of the Social Sciences course of the Federal University of Pará, Belém campus in the period 1963-2011, with the main objective to reflect on the place of the teacher education course in that, in view of the relationship that established between the baccalaureate and graduation. More specifically, the study intends to investigate and analyze the main guidelines that were established by the curriculum proposals for teacher education, as well as identify the curricula design were structured for that course and how they are addressed disciplines geared for graduation. The survey was conducted from bibliographic survey on the topic in physical libraries and database virtual documental research on curricular designs, resolutions, menus and more. We also used the semi-structured interviews with faculty professor in order to deepen and clarify issues not contained in the documents. The study used as the main theoretical contributions of critical theory in the curriculum, especially the works of Michael Young, Basil Bernstein, Antônio Flávio Moreira other entres. The research results revealed that the local settings of the course curricula designs of Social Sciences is due in large part to structural factors of the Brazilian educational system and the consolidation of post-graduation in mid-1960 and early 1970, contributed to increase the hierarchization between teaching and research between undergraduate and graduate school, between the school and the academic field in Social Sciences. The restatements curricula occurred in the course of Social Sciences curriculum standards maintained for most courses of Social Sciences in the country since its creation. The curricula design of the course of Social Sciences analyzed guided by a conception of teacher education based on the model of technical rationality that favors the separation between education content and education pedagogical, theory and practice. Despite numerous reformulations curricula occurred in the course of these changes Social Sciences held a disciplinary organization structure under the collection type of curriculum, where single subjects are oriented to their own development and protected by strong boundaries and hierarchies. The curriculum collection characterized by classification and framing strong promotes isolation between areas of knowledge which contributed to the rigid demarcation of borders between the field of Social Sciences and Education, between education oriented researcher and education oriented teacher.
Acesso aberto (Open Access)
A identidade profissional dos professores do Curso de Licenciatura em Educação Física da Universidade Federal do Pará
(Universidade Federal do Pará, 2013-11-08) NASSAR, Sérgio Eduardo; MOREIRA, Wagner Wey; http://lattes.cnpq.br/5798244047692726
The present study describes the understanding that the university teacher attaches to his/her professional identity and to the identity that the Physical Education course aims to beuild in its students, and was developed with 10 teachers at the College of Physical Education, Castanhal Campus of Pará Federal University. The central thesis is that the area of Physical Education, as it does not have an object of study of its own that sustains a professional identity, is in an epistemological crisis, slithering in pedagogical practices of teachers that tend to reproduce contents learned in their initial academic courses and from dialogues established with theoretical-methodological conceptions that do not match with the Pedagogical Project of the Course. It is a qualitative research, with phenomenological approach, meant to answer the following questions: What professional identity(s) do College Teachers assume in the Castanhal/Pará Physical Education Course? What professional identity(s) does the Castanhal/Pará Physical Education Course forge in students? Empirical data were produced by means of a questionnaire and a structured interview, based on the “Técnica de Elaboração e Análise de Unidades de Significado” (Development Technic and Units of Meaning Analysis) (MOREIRA; SIMÕES; PORTO, 2005), which resulted in the units of meaning. The empirical data is supported by the discussion on the professional identity by Dubar (1997, 1998, 2005, 2009), Sergio (1995, 1999, 2003, 2008) and Bento (2004, 2006, 2012). The study revealed the difficulties of teachers who work in the Physical Education College establishing the professional identity of the area, due to the absence of such discussions, ever since their graduation courses and in their professional lives. We point out to the need to broaden the debate on these issues that evidence the gap between the Pedagogical Project of the Course and the teachers‟ practice in classroom. We conclude that the collerge‟f teachers do not establish this consensus between what the PPC proposes and what the curriculum explains, not defining the identity of the future teachers that they intend to place in the job market.
Acesso aberto (Open Access)
A precarização do trabalho e o adoecimento docente em instituições de ensino superior privadas/mercantis
(Universidade Federal do Pará, 2014-01-23) FARIAS JÚNIOR, Raimundo Sérgio de; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This doctoral thesis sought to understand the precarious work and illness teacher in private higher education institutions. And departed from a theoretical option that considers the fundamental work for the process of hominização and humanization of man and adopting as investigative method historical materialism dialectic. In this sense, sought to investigate the following problem: that relationship can be established between the precarious work and health teacher in institutions of higher education private network? From the problem raised some guiding questions emerged on the need for better data collection and analysis: a) the main manifestations of disease occurred among workers teachers in private Institutions of Higher Education have relationship with precarious work the same? and (b)) that factors related to the exercise of the Magisterium can be associated with the development of certain diseases in teachers? These issues have configured the thesis here: teaching work, defended on the grounds of their insecurity, has an intimate relationship with the process of illness of teachers. For the execution of the study an empirical research by the teachers of a higher education institution of the private network, located in the municipality of Bethlehem, by the use of semi-structured interviews whose objectives were pursued: a) identify the main manifestations of disease occurred among workers in private Institutions of Higher Education teachers and b) examine whether the illnesses that affect teachers private IES have relationship with precarious work. Generally speaking, the data revealed that there is, indeed, a strong relationship between the type of labour exercise of teachers and the development of a latent process of illness. Something perceived during the identification of various manifestations of diseases occurring among employees teachers. Regarding the physical ailments, stands out as the principal expressed by professors vocal chord issues, something that seems to be common to the Group of professionals who use very often, without rest and inappropriately, the voice. With regard specifically to mental illness, found strong evidence of the presence of stress and burnout syndrome, too, factors that make the job teaching something, brutal and incompatible with the activation of a healthy and fulfilling life. In conclusion, ' so that, in General, the data indicate that there are signs of clues and a very close relationship between precarious work and the development of processes of illness between teachers involved in empirical research.
Acesso aberto (Open Access)
A dimensão afetiva nas representações sociais de docentes da pós-graduação em educação
(Universidade Federal do Pará, 2014-02-24) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study addresses the affective dimension in the social representations of teachers of postgraduate education, specifically the teaching of the Graduate Programs in Education at the Federal University of Pará and the University of the State of Pará The objective of this investigation was to examine the constitutive processes of social representations of teachers on PPGEDs of affection, to elucidate the implications in their work. It is a study focused on psychosocial processes, ways of knowing, know and feel the resulting constructions and shared among teachers acquisitions, from interactions with others in their work context. The theoretical approach we have adopted the Theory of Social Representations of Serge Moscovici (1978) referenced in the procedural approach developed by Jodelet (2001) and collaborators. About affectivity in embasamos the assumptions of Freud and Wallon, they conceive affection as an essential dimension of human development, which is from the affections and affective relations, subject to feelings of ambivalence. Affect and are affected by love, hate, envy, joy, pleasure, loneliness, fear, fraternity. It is a qualitative and quantitative research that sought to understand the senses and meanings attributed by the teachers surveyed. The instruments for data collection were: an online application form and interview deepening. The characterization of the participating teachers PPGEDs and issues related to affection and teaching work were analyzed using SPSS software, and the information from the interviews were subjected to content analysis according to Bardin (1977), Franco (2003) and Birth (2002). From the thematic analysis of the speech of the teachers found the existence of three dimensions that organize the RS group studied, namely: cognitive, ethical and political, relational and affective. These two central dimensions structure trends objectivations and anchors the representations of teachers of PPGED UFPA and UEPA on affectivity. The first indicates a strong tendency to reframe the social representations of teachers in affectivity. These images reveal senses and settled on sharing, dialogue, respect for teachers among themselves . The second trend indicates that social representations of teachers are anchored in the rationalization of psychosocial processes on affectivity, ie, the reified universe. In this trend, the subgroups of interest from their opinions, beliefs and ideologies prevails. These two trends imply distinct affective relationships in their work in postgraduate education. We find that the dynamics surrounding the affective dimension in relations between teachers in graduate programs in education contributes to the maintenance and / or renewal of the social representations shared and communicated these academic contexts.
Acesso aberto (Open Access)
"Arquitextura dos afetos: escrileituras sobre desenhos de artistas-professores"
(Universidade Federal do Pará, 2014-03-21) EIRÓ, Jorge; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
This work invests in a narrative whose proposal is to weave a writing-artist on a plastic production – professor-drawings – of professor-artists of the Faculty of Architecture and Urbanism of the Federal University of Pará. Around these common vectors (art, teaching and architecture), we notice the occurrence of drain lines which emerge from the plastic productions that cross their subjective processes. Thus, how do their drawings involve the movement of creation-formation of these artists-professors? How are the lines of artistic creation and art teaching articulated? Hence, the desire of a deferred consideration of such images, understood as lifelines of these professors-artists. The study works with Deleuze and Guattari carthography in order to explore both their artist notebooks and professors’ diaries, proposing an artist writing-reading in the form of biographems based on Barthes. This theoretical and methodological junction is the origin of the cartographems, a concept used by this author in his master’s thesis, and used again in this thesis-scripture concerning his conception of his architexture of affections. A manner of writing that runs the risk of a scripture: visual narratives of a writing-drawing (graphein), not as a critical analysis, but as a confabulation that emphasizes poetic inventiveness and artistic creation in educational writing. The Education which is sparkled by the field of creation as the production of the difference: an educreation as policy plastic, for the artist writing creates lifestyles, aesthetics of existence, artistic and poetic concepts of the difference. A thesis-scripture conceived between writing lines and drawing lines, as will of power in the immanent field of creation.