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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Construção de políticas públicas de educação ambiental em Belém do Pará de 1997-2004
(Universidade Federal do Pará, 2004-10-11) FREITAS, Sandra Cristina Santiago; SOUZA, Orlando Nobre Bezerra de; http://lattes.cnpq.br/8567141884452588
This paper discusses the Environmental Education for Sustainability trying to analyze the construction of the Environmental Education Program for Belém (PEAMB) relations, processes and contents that characterize the unfolding of public politics in relation of the international, national and state politics the period of 1997 to 2004. The sociological research tried to follow an interdisciplinary approach and a dialectical perspective to apprehend the object investigated by literature review and documentary research. From this perspective, the reference categories for analysis were examined, defined and classified as follows: Expanded state, public policy, transformative and emancipatory environmental education, social and environmental sustainability. The Documentary research involved, selecting, collecting, processing and analysis of treaties, laws, plans, programs, projects and reports built on the international, national (Brazil), state (Pará) and municipal (Belém – PA). The data contained in the documents were investigated using the technique of discourse analysis considering the told and not told linguistic, sociological, political and psychological aspects by the subjects, facilitating the understanding of the contents, intentions and ideologies. The survey results were organized into four chapters: 1. Introduction; 2. Environmental education in the context of reforms; 3. Setting Environmental Education in Belém: action and emotion; 4. Conclusion: perspectives and horizons of Environmental Education in Belém. It is noticed that the definition process of the Municipal System of Environmental Education and the PEAMB in Belém, indicates a concern with the current problems of unsustainable and try to implement international agreements as well as national, state and local determinations that guide of qualified and committed way the social and environmental sustainability with central reference the Treaty on Environmental Education for Sustainable Societies and Global Responsibility, proposed by Organized Civil Society of some countries during the ECO/92 and reaffirmed by the Brazilian Federal Government in the National Program of Environmental Education in 2005. Integration, popular participation and social control were central elements identified in complex building process of PEAMB that involved accumulations, confrontation and consensus between the political and civil society making peculiar and important the examined experience during the management of a left-wing government.
Acesso aberto (Open Access)
A política de municipalização do ensino fundamental no estado do Pará e suas relações com a reforma do Estado
(Universidade Federal do Pará, 2005-06-07) GUTIERRES, Dalva Valente Guimarães; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The study focus the politics of Municipalização of Primary Schools in the state of Pará and their relations with the State Reform starting from an analysis of the proposal of Municipalização of Primary Schools in the state, which is understood as part of the decentralization politics of educational management, which started during the 90s. The main objective of this study was to try to establish possible connections between the politics of Municipalização of schools and the proposal of management project rendered by the State Reform. The methodology used during this study was helped by the documental analysis, the collecting of the theoretical production of this subject, as well as the analysis of the statistical results of basic education offer between 1996 and 2004. The study shows that the politics of decentralization and management modernization defended by the State Reform have guided the politics of decentralization and that of focusing on the financing of education, such as the one created by the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério FUNDEF, which has influenced the Municipalização of primary schools in Brazil because of its characteristics, specially in the state of Pará. The proposal of Municipalização of the state government has today the participation of 61,1% of the towns and has as its objective to universalize this process through all the one hundred and forty three towns until the year 2007. The concern which makes the state government come up with this politics is based more on the economical-financing scenario, typical of the management proposed by the State Reform, then the improvement of the democratic management of the public politics made possible by the proximity of the local authorities, demands which were required by the social manifestation of the 80s. The participation of the local governments itself, once this participation mainly happened in 97 and 98 (the years when the FUNDEF was implanted in Pará), shows the little time given to planning by these authorities who overloaded themselves with a lot of responsibilities without an accurate assessment of the educational management conditions for the new demands. If, at one side, there is, on the proposal, an extreme concern with the aspects that envolve the rationalization of the resource uses, one of the main aspects of the management, at another side there is a huge fragility not only regarding the social control of these resources shown by the denounces of FUNDEV resources deviation, but also by the non-existence of a Local Education Council in more than 90% of the towns, which makes it difficult the feasibility of a democratic management in these places. The efficiency of the educational management, one of the basic principles of the management and the proposal of Municipalização of the teaching in Pará is, furthermore, compromised by the SEDUC conclusion; that towns, with rare exceptions, act, in general, managing only the present.
Acesso aberto (Open Access)
As políticas de formação dos profissionais da educação e a profissionalização docente
(Universidade Federal do Pará, 2005-06-08) COSTA, Edinilza Magalhães da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This essay deals the impact of the reforms, made by the State, which have been happening in Brazil since 1990, regarding the formation of education professionals. It also discusses the formation and the professionalizing of these professionals in inside the reformulation politics for the formation of teachers, which, starting at its implementation look forward to having a new kind of professionalizing conception, rendering teachers new demands, giving them the responsibilities for the improvement of quality in education, imputing a new conception of professionalizing. In this context, the education presents itself as a social public politic which undergoes meaningful reforms, setting important changes on the teachers formation courses. The analysis made here starts from the premises that the formulation of public educational politics suffers influences from international organisms, which can be seen in the guiding principles of the project of modernization of the Brazilian State. However, due to the fact that the definitions of these politics are locked inside social issues, resistance is aroused - from education related people movements - against the external impositions looking forward to effective teachers professionalizing politics. For this research reach the objective proposed, an analysis of teachers formation politics was carried out, finding the conception expressed by the official rhetoric regarding the teachers professionalizing, starting from a new paradigm of teachers formation, it was observed that the conception about professionalizing shown redefines concepts and practices, stating that the new paradigm of formation must be shared by all the basic education professionals. These actions, not only try to reach the great need for teachers, due to the expansion of basic school, but they also aim to develop a new professional profile, one who might be able to assist the productive and market needs, result of the changes in the labor world. With these perspectives, this essay was prepared in a way that might allow an approach of the context in which the Brazilian state Reform is made, in the 90's, recalling, later, the sociology of professions and the debates about profession and professionalizing, observing the different highlights that guide the reforms in the formation of teachers. At last, it analyses official documents which consolidate, in Brazil, the educational reforms and spread the professionalizing of teachers. As result of the investigation made, we can point out that: 1) the politics of teachers formation translate a new conception of professionalizing and improve the formation of new professional profiles, in which the State uses various mechanisms to improve the logic of regulation and control of the profession; 2) the repercussion over the salary conditions, career and working conditions, clearly showing the degradation of real conditions for an educational professional work; 3) the enormous lack of satisfaction and resistance from education related people movements, regarding the imposing of these politics, once placed in a counter-hegemonic proposal fight in search of a global formation politic, which might observe the salary and the adequate work condition issues, as well as the recognizing and the valuing of the profession, by means of politics guaranteed and put by the public State powers and the professionalizing of the teachers.
Acesso aberto (Open Access)
Políticas de formação docente do Projeto Escola Cabana: dilemas e desafios da implementação do Programa de Formação Continuada
(Universidade Federal do Pará, 2005-06-08) FERREIRA, Diana Lemes; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This hereby research is on Educational Public Policies of Docent Graduation and studies the continued graduation of docents who have been integrating Escola Cabana Political Pedagogical Project, in Belém, Pará, from 1997 through 2004. It aims to analyze political bids of docent continued graduation policies in the context of contemporary educative reforms and of the aforesaid Projects. More specifically, this research aims to: a)identifying/analyzing the concepts of continued graduation present to Belém Municipalitys educational policy on the period 1997-2004; b) Interpreting teachers role in the process of definition/implementation of Belém Municipalitys continued graduation policies; c) Identifying/characterizing contributions from the Continued Graduation Program for the consolidation of Escola Cabana Project; d) Indicating challenges/dilemmas motivated by the educational policy under study. Methodological route charac terizef a study of case which was developed in a school belonging po Municipal Chain. Aiming to achieve targets,one did analysis of SEMECS official documents contents, and of spontaneous interviews granted from eight docents of a municipal school and from three managers of the educational policy under research (collaborators), what allowed articulat the following cathegories of analyis: contradiction and participation. This research testifies docent continued graduation as the key-point for consolidating the Project under study, although it faces dilemmas and challenges in the sense of organizing formations in a more continuous way, approximating focus to schools realities, in the search of rescuing more consistently the teacher as historical subject of educative process.
Acesso aberto (Open Access)
O currículo para a educação infantil: uma leitura da proposta orientada por temas geradores no Projeto Escola Cabana
(Universidade Federal do Pará, 2005-09-29) PENA, Maria Célia Sales; PIMENTEL, Maria Olinda Silva de Souza; http://lattes.cnpq.br/2595395565008637
The work that I present, deals with elaboration of a research that has as object the boarding of the infantile education in the Projeto Escola Cabana (PEC), developed in the period of 1997 until 2004 in Belém Pará, focusing in its main lens the configuration of the curriculum guided for subjects. To construct on the subject that I explore, I organize the ideas in the field of the critical theoris in education and curriculum, bringing reflections for the infantile education. To study the curriculum for the small child il places as a challenge, therefore the infantile education if became the first platform (not obligator), of the basic education, being currentey obligation of the state its offers to the population.In this situation it is important the discurssion of the curricular proposals that objectify to offer na integral and citizen education for children from o until 6 years. Understanding Escola Cabana wilt this profile I considered myself to make a research directed to the understanding of this proposal in its dimension of resume for infancy being assumed as methodological way to analysis in the documents that make references to specific references in the curriculum, by generating subjects in the infantile education. This way, I problemized, as if configured the curriculum for generating subjects of the PEC, for the infantile and educational and curriculum implication in the procers of formation of social the smale child while subject and of rights. The reading painted us that the configuration of the curriculum for the infantile education in the period of 1997 until 2004, was theoretical way, covered at 3 moments suggesting the following possibilities: at the first configuration of the curriculum for the infantile education in the PEC, was organized from axles of work, coming close itself of the school model, segmenting in areas of knowledges limiting and restrincting the toy as work axle to even do denied too much expressions of the child, being, therefore, still a proposal to exclude the infantile culture. At the second moment, the PEC abandons the organization of the curriculum for work axles and investes in the adhesion of the generating subjects, how ever with few specific references for the infantile education. At the third moment, the PEC invests in meaning of the of the infantile education, prenting the configuration of the curriculum guide for generating subject taking the child and its development as starting point for the curriculum. Therefore, my reading points that with these 3 moments, the PEC was constructed a curricular way for the infantile education, initially being unaware and excluding the children of the popular classes with the infancies and to knowledments, to later inviting them to participate of the infantile education as rights and culture of the child.
Acesso aberto (Open Access)
Escolhas profissionais de adolescentes em carreiras técnicas no Centro Federal de Educação Tecnológica do Pará
(Universidade Federal do Pará, 2005-10-05) TEODORO, Elinilze Guedes; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
In view of the importance of the professional choices’ meaning on the professional identity’s formation and of a productive adult life, this study intends to know how the teenagers pupils of CEFET-PA make their choices about tecnic careers and how the institution take part in those process of choice. It is a qualitative study, where the ideas of autonomy are included being used as a theoretic-methodological reference from Seve’s (1989) elaborations about human subjectivity and understandings of Ferretti (1988) about choices procedures. The information were collected from interviews with a half structured program and applied to six pupils of tecnic courses at the same time. The treatment of that information was maddening using analysis of containing. The result was the identifications of three categories raised from their discussion: things that determine their choices, work and school. Trough it all the way of choice of that pupils were reconstructed denoting their historic and social dimension and revealing understandings of the institutional function about those trajectories.
Acesso aberto (Open Access)
Estado e políticas de gestão financeira para a escola pública: a autonomia da escola no PDDE
(Universidade Federal do Pará, 2005-10-06) SILVA, Luizete Cordovil Ferreira da; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
This research discusses the autonomy of the school in the program Programa Dinheiro Direto na Escola - PDDE. It has as objective to understand which concept of autonomy guides the above mentioned politics of the school financial management and which implications this perspective sends to the management of Brazilian government public schools. This is a documental study. The sources used for the collecting of data were 35 official documents which give directions to the PDDE, made of resolutions, provisory acts, booklets, direction manuals, among other documents. To sustain the analysis, the studies of Vitor Paro (1995); (2001); (2003); Licínio Lima (2000a); (2000b); (2001); (2002), Ângela Martins (2002), João Barroso (2003), and others regarding the autonomy of the school were adopted as referential. The study covered ten years of the program in use, which goes from the year of its implantation (1995) to 2004. This study has as borderline the analysis of the autonomy of the school in the guiding plan. Therefore, it has no intention to show how the issue is lived inside the school, starting with the actions of its members. It is simply a conceptual analysis of the autonomy, which starts from the analysis of the documents that guide dictates the politics. The results reveal that the conception of autonomy that guides the PDDE is a functional and operative one, and it points to three processes in the management of brazilian government public schools: 1- to the re-centralization of the state power in the control of the use of financial recourses of the school; 2- to the introduction of the market perspective in the organization of the work in the school; and 3- to the non-obligation of the state regarding the financing and the rendering of state services in the education units.
Acesso aberto (Open Access)
Práticas discursivas e subjetivação docente: uma análise do discurso pedagógico sobre formação de professores no Curso de Pedagogia da UFPA
(Universidade Federal do Pará, 2005-10-25) GONÇALVES, Jadson Fernando Garcia; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
Acesso aberto (Open Access)
O "Progestão" no contexto da modernização do Estado brasileiro: mediação para a democratização da gestão escolar ou para a implantação da lógica gerencial na escola?
(Universidade Federal do Pará, 2006-03-06) ARAÚJO, Maria Auxiliadora Maués de Lima; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
Acesso aberto (Open Access)
O fracasso escolar e a realidade educacional da Vila da Barca: retratos de exclusão e resistência
(Universidade Federal do Pará, 2006-04-02) FARIAS JÚNIOR, Raimundo Sérgio de; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
Acesso aberto (Open Access)
Ciclos escolares, Escola Cabana e temas geradores
(Universidade Federal do Pará, 2006-04-05) CARMO, Luiz Felipe do; LIMA, Rosângela Novaes; http://lattes.cnpq.br/7214773520293909
This academic work of end of the master's degree course tried to capture how it comes if processing the reorganization of the Brazilian fundamental school with the perspective of the implantation of the regime of cycles, in peculiar of the regime of formation cycles. He tried to detach the relationships between education and politics with the intention of revealing the difficulties that intervened in the transition of the serial regime to the regime of cycles. He marked the experiences that more they stood out in the implementation of the cycles, especially those that more radicalized this change possibility in the school structure. This road was adopted in the understanding that the space of the representations and of the culture, as well as of the theoretical foundations and of the political intentions that composed the list of the configurations in that they were based the different ones proposed of cycles, they advanced, in some measured, the possibilities and the limitations of those proposals. Some experiences of the second half of the century XX, and, especially, of the decade of 1990, they are recovered. Pioneering initiatives in the adoption of school cycles, in different times and spaces, they are revisited, making possible a panoramic vision of the same ones, their multiple determinations and the contradictory scenery in that the same ones got entangled. Tends as methodology the semi-structured interview, the observation and the documental and bibliographical analysis, it accomplished a historical recovery of the political-pedagogic foundations of the implantation of the cycles in the city Belém of the Pará, with prominence for Escola Cabana's proposal (1997-2004), ending with a case study in an outlying school of the Municipal Net of Belém, where it investigated on the pertinence of the Project Interdisciplinary with Temas Geradores as center of the construction of the school curriculum. This work also reveals that the distance between the official proposal and the school practice, between the plan of the orientations and the school daily practice in itself, needs of more attention of those than they have responsibility with the education public politics, under penalty of they just capture the phenomenon and the superficiality, leaving the concrete-real in the twilight.
Acesso aberto (Open Access)
O trabalho docente nas veredas históricas da educação superior brasileira
(Universidade Federal do Pará, 2006-08-08) DANTAS, Elza Ezilda Valente; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This research aimed the comprehension of historical configuration that teaching as a social practice has acquired within brazilian higher education context, like political structure, shapes and modifications that the teaching profession has been going through since colonial times until the 1990?s years, with the State reform. The main objectives were: understand the configurations adopted by the teaching profession through out the historic evolution of higher education in Brazil, and to identify the role assumed by teachers at their job on that historical path. The research constitutes a historiographic work of articulation of the long duration logic to identify the relations needed to understand how these configurations were built. By this view, it has been developed a bibliographic and documental study that revealed the configurations assumed by the teaching profession understanding conformations, transformations, permanencies and ruptures that the teaching profession has gone by at it?s historical constitution. The investigation has shown that the different configurations through which the teaching profession in higher education has passed were related to projects thought to society that reached the role of developer of cultural politics reassuring the perspective that teaching has the power to form to different possibilities and goals. The shapes and structures through which the teaching profession has passed were defined at the context of political, cultural, economic, social and historical determinations, as well as the role they came to play. So, the teaching job has been part of our social and historical structure assuming actively the identity construction of brazilian society and the formation of professional picture of brazilian intellectuality.
Acesso aberto (Open Access)
As representações sociais sobre o ensino de psicologia da educação e suas contribuições para a formação do educador
(Universidade Federal do Pará, 2006-08-18) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This works intends to study the social representaions os licentiaship courses of Universidade Federal do Pará about the teach of Psychology of Education. This study is based in the theorecal-methodological reference of social representations (moscovician reference os Social Psychology) to analyse the prodution of meanings, that are partake by students, about the teach of this discipline at UFPA (campus of Belém). By support of this theory, we begin thinking that knowledg are produces and elaborated, in the common sense, in the division social groups and orient thinkings, feelings and actis of these groups. Seventh students, that made the dispcipline, of six licenciateaship courses of UFPA Belém, participated in this study. We used in the basis collection two differents: the questionaire with mixture questions and the technic of focus group. The basis passed by a quantitative and qualitative treatment based in the statical analysis ad content analysis of Bardin (1977), what possibilited us to verify that social representations fo students, about the teach of Psychology Education, are in common meaning of this way: the students show that discipline has add with psychological knowledges (psychological theories, learning and development process) that can be applied to pratice of education; they consider teach of Psychology Positive, but they feel the deficiency of articulation between the contents od discipline, the educational reality, the courses specicific contents and the realtion between pedagoci theory and pratice. These basis about the teach of Psychology shows that discipline can contribute much more to formation of teachers, articulating of integrate way the dimensions of learning-tech process that are the content os Psychlogy of Education, in the way of pedagogic work and in the objective of to form teachers, These social representations of etudents are important because gives support to reflections, debates and propositions about the teach of Psychology of Education in the licenciatechip courses of UFPA.
Acesso aberto (Open Access)
Egressos de medicina no Pará
(Universidade Federal do Pará, 2006-08-27) DANTAS, Amaury Braga; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
From the inquiry of the egresses of medicine in Pará during the century xx, in historical time frame that understands, since the creation of the first medical school until the current days, considering the variable: amount, sort, age, schools, origin, type of exercise, academics, politics, cultural and Scientifics activities. the profiles of the egresses of first and the second half of the century; recognizing the historical dimensions and evaluating these joined profiles it is analyzed of the universities in responsible institutional context while developments entities and for the execution de educational public a philosophy to form professionals whose desired profile plays abilities and abilities capable to take care of to the society.
Acesso aberto (Open Access)
A inclusão de crianças com necessidades educacionais especiais na educação infantil: uma análise do currículo moldado pelas práticas pedagógicas de professoras da rede municipal de ensino de Belém
(Universidade Federal do Pará, 2006-09-26) AMARAL, Míriam Matos; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The research makes an analysis of moulded curriculum by pedagogical practices developed by teachers from Belém-Pará municipal net begining from education inclusion in the pre-school of kids with special education necessities (NEES) proposed in Cabana School pedagogical politic project. So, our issue-questions, to point aiming to investigate as if gave the education inclusion of kids with Special Education Necessities after the introdution of Cabana School Project; wich pedagogical practices were adopted by teachers that attended kids with NEES included in preschools of teach net of Belém municipal district begining of "People's Government" (1997-2004) and yet, wich curriculum was moulded begining of pedagogical practices of teachers after inclusion. We have as objectives of research, to analysis the education inclusion process in net, to identify the pedagogical practices adopted by teachers and analysis the curriculum that were moulded after the inclusion in the Infantile Education of kids with NEES. In the realization of study adopted a qualitative approach, making use of semi structured interviews and document analysis in process of data collect. The results of research reveal that the process of educational inclusion executed in the schools and unitys of Infantile Education of municipal net if gave with big structural difficulty, mainly in the introdution of adaptations in access in the curriculum of Infantile Education. For the teachers, the kids inclusion with NEES was a big challenge in your pedagogical practices. The access in the school knowledge for this kids if gave, so, with the moulded curriculum by practices of teachers thah experienced the education inclusion movement in Cabana School.
Acesso aberto (Open Access)
O Exame Nacional de Cursos: provão e suas repercussões no curso de Pedagogia da UFPA/Santarém
(Universidade Federal do Pará, 2006-10-03) COSTA, Maria Raimunda Santos da; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This study had the aim to understand the consolidation process of evaluation in the Superior Education from the decade of 1990 which was known as the National Exam of Courses ? NEC with echo in the Pedagogy Course in the University of Para in Santar?m. This research had supported in the following questions: a) in what way did the historic process of constitutionalization and institutionalization of evaluation in the Brazilian Superior Education happen? b) What were the consequences of the National Exam of Courses for the teachers and in the students? view that did the Exam in the Pedagogy Course in the University of Para in Santarem? It was used the social-historic and historiographic approach based in the Analles Schooling. It was done bibliographic research and analyzed the teachers and students speaking. The data was collected through semi-structured interview. The investigation sustains that the evaluation of official Superior Education have been structured since the introduction of the firsts Superior Courses to establish internal control in the formation. In the decade of 1990 Brazil had planned its economic and educational policy based in the strategies of structural adjust done by International Monetary Found (IMF) and Worldwide Bank with the same international economic interests and it turned its attention to the Courses in the interior of Superior Education. The ?Prov?o? is an example of this evaluation and how the country was attached with the international decisions. ENC was a kind of control, appraisement and education measurement, which discoursed the conflict statement indicating its proper time to present facts. One, upheld by ANDES, checking the assessment from an institutional and free method and the other supported by the government as education politics. This one is the National System assessment. The Pedagogy Course of University of Para in Santarem felt it as pressure, fear, apprehension, dread, aggression, impact and worry, but at the same time it occurred the limits have given by the Brazilian State. ENC had an inconsistent reflexion, which herd filing to students and teachers, who accepted the nules to have got a good score in their college degree.
Acesso aberto (Open Access)
O currículo em uma classe hospitalar: estudo de caso no albergue pavilhão São José da Santa Casa de Misericórdia do Pará
(Universidade Federal do Pará, 2006-10-25) OLANDA, Osterlina Fátima Jucá; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research purpose to investigate the curricular dynamics implanted by Popular Nucleus of Education Paulo Freire (PNE) of Universidade do Estado do Pará (UEPA), in the hospitalar context, specifically, in the São José Pavillion, by relation which other and which knowledge in the day-byday of the pedagogic relation, by teachers interpretation to curriculum, by alterations of significations and of the knowledges that add, realy, to inclusion and to pedagogic action in hospitalars environments. The theoretical basis that validate this investigation are directioned to aspects of knowledge and construction of curriculum and its particularities, more directly, to practice of curriculum in the day-by-day. By curricular reality of São José Pavillion we can know the curriculum used and interpreted by teachers in this hospitalar class and how this propose is materialized while curricular dynamics. We work with qualitative approach that participate the patient-students that are attended by São José Pavillion of Saint House of Mercy of Pará in the period from 2004 to june 2005. The levy of basis had these supports: the interview with two teachers and the teaching project Coordinator; the analysis of Teaching Project of PNE. The main results point with respect to the necessity of valuation of this educative action front to the health professionals and parents, so that the pupil-patients understand it as way for its pertaining to school cycles; for the courses of Formation of Professors to review the time of the educative action for the principle of the concurrence of events, for the teaching collective allotment, the orientation of resumes in several disciplines and magnifying of the popular culture; for the group form of debate of the contents articulated in classroom, to increase relative the act to study, since this proposal has the pretension to offer to the pupil-patients the access to the school; to search interaction strategies it enters the professionals of health and education; e to investigate this curricular dynamics of more systematic and constant form to develop the educative process in hospital environment.
Acesso aberto (Open Access)
Educação, inclusão e políticas públicas: a educação especial no município de Marabá-Pará
(Universidade Federal do Pará, 2006-12-21) COSTA, Vanja Elizabeth Sousa; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This work investigated how happened the implementation of public politic for the Special Education from Marabá - Pará municipal district. Therefore, if done necessary to analyse and to reflect the paper o Municipal Education Secretariat in the execution from that politics, having as focus the school inclusion politic and the process of Municipality of Fundamentals School. The thematic was developed by a qualitaive search about the school inclusion process,for the last decade, in our country, to mark the begin of combat of the Civil Society for stake a claim defended by Federal Constitution 1988, among them guarantee of access and permanence of all in the school. The issue of search that directed this work was verify the relation among the Educational Public Politics for Special Education planned by Federal Government and the implementation from that politics by Education Municipal Secretariat from Marabá - Pará for the school inclusion of students with Special Educational Necessities. The search if developed methodologicaly by a study of case of the school of the Education Municipal net from Marabá. We make use the semi structured interviews and documents as data collect. This documents was submited conted analysis. Begining from our analysis and reflections we testify that introdution of the Special Education in municipal ambit happened by a strong process of municipality had been occured in the year 2000, in Marabá. We stick out that the implementation of the municipality on practice, come suffering many dificulty, among them lack of knowledge of big part of teachers net, in relation of more specific questions showed by majority of deficiences of students them, beyond lack of adequate material structure of schools to attend the students with Educational Specials Necessities matricullated in the common class.
Acesso aberto (Open Access)
O currículo do curso de pedagogia da UFPA/Campus Universitário do Baixo-Tocantins e a identidade cultural das populações do campo
(Universidade Federal do Pará, 2006-12-22) BRITO, Diselma Marinho; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This study is focused in the cultral identity of the country side population and their relation with the pedagogy curriculum of the UFPA campus from Baixo Tocantis, starting up from the analysis of its political-pedagogical project, plans of the subjects courses that takes part in the basic cicle of the courses drawing: general history education, brazilian and amazon education history, curriculum theory and pedagogical practice and the operational directions for basic education in coutry side schools. The main goal of this study was the investigation about how the pedagogy curriculum from CUBT/UFPA stablish relationships with the cultural identity of the population from country side. The methodology used enphasized the research of qualitative focus, enphasizing straightly the documental analysis and half-structurared interviews. The study demonstrared that the pedagogy course trajectory in Brasil since 1939, keeps uncovering discussions among its specifyings, where curriculum comes linked to politics that today takes the faculty as its base. The pedagogy course of CUBT/UFPA, brings in its political-pedagogical project the dinamics organaized according to the structure of the pedagogy course from Guamá/UFPA, priorizing in its context the urbun reality, as its is right outlines the curricular drawing of the course, while guarantee the discussion of the country side education only in its elective nucleus. The Baixo-Tocantins universitary campus, thats situated in Abaetetuba-PA, experiences the reality of the country side everyday life, but could not be separeted of such specification. Thow, the pedagogy course needs a political pedagogical project also centered in the country side populations cultural identity, not despising the urban, but building spaces of identity valuing. There is necessity of consider a curriculum in a dialetical perpective, that configures social and cultural practices based by reflexion as usual, might not be seeing as a plan to be followed, but as a process that is built between action and reflection.
Acesso aberto (Open Access)
A política de participação na educação de jovens e adultos no município de Belém (1997 - 2004)
(Universidade Federal do Pará, 2006-12-27) ARAÚJO, José Carlos Ferreira; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This work analyzes the Politics of participation in the Education of Youths and Adults (EJA) in the context of Brazilian capitalist development, focalizing the programs and the experiences implemented in the municipal district of Belém, State of Pará, during the period from 1997 to 2004. In the analysis we will privilege the relationships among the level macro (Calculation Partition and Congress of the City) and the level micron (PROALFA and MOVE) implemented by the City hall of Belém, that are known as patterns of instances characterized by the participation of the population in the discussion and elaboration of politics and development projects and the historical ransom of the experiences and programs executed in that teaching modality. It is still our intention to identify like SEMEC and other municipal organs were restructured, to create and to strengthen responsible sections for that teaching modality. In the investigative process we will use the research, of qualitative character. This way, to trace a panorama concerning the thematic the following procedures we used: bibliographical researches, documental researches. We will be using the conceptual categories of power-participation and of the controlled participation. To level macro, in spite of the progresses observed in the popular participation in Belém, one cannot affirm that the civil society has assumed the control about the municipal planning. It can be inferred that this happened in shared way between the municipal power and the civil society in which the organization and the dynamics of operation of the Calculation Partition and the Congress of the City allowed the decentralization of the decisions on the public politics that they started to happen inside of the Council of the City, maximum organ of decision in the Congress of the City. That was the way found by the Municipal Power of legitimating the participation of the civil society. PROALFA and MOVA were it part of the educational politics of the Government of the People and their political and cultural action is affirmed, getting important the partnership concept and dialogue among being able to public and civil society. The first paper of the Government of the People in relation to PROALFA and MOVA was to be placed as propeller of the creation and of the implement of the Movement, what was constituted as controlled participation, therefore it had origin in the government's concession. Those instances as the Calculation Partition and the Congress of the City and PROALFA and MOVA had their limitations, in the same way that is recognized that they are still very far away from a participation full massive – powerparticipation, because of its complex construction. But it is necessary to recognize that there was advance in the democratization process and decentralization in Belém, existing an enormous progress in the construction of public politics for that teaching modality.