Dissertações em Educação (Mestrado) - PPGED/ICED

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

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

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Agora exibindo 1 - 19 de 19

Acesso aberto (Open Access)
As águas da cultura vivida inundando a educação: uma leitura sobre letramentos e cultura ribeirinha
(Universidade Federal do Pará, 2018-02-23) CARVALHO, Marcia da Silva; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This study discuss the shift of social and educational literacy in an Amazonia drenched in symbologies and knowledge present in the voices of the residents of the Isles of Paquetá, Longa and Nova and in Unidade Pedagógica do Jamaci, Icoaraci district in Belém/PA. It is riverine literacy. The conceptual dialogs in which these ripples are evident are docked in BHABHA(2013), GERRT (1989, 2014), EAGLETON (2011) dipped in hybridism and cultural webs, the relation between the schooling process and the living riverside culture are present in the seas brought by BRANDÃO (1985, 1986) and by the becoming of the waters flowing social and scholar literacy, learning and world reading invoked to this study by FREIRE (1980, 1987, 1989, 1996, 2004), SOARES (1986, 2008, 2010), STREET (2014). Culture in different places move literacy, intertwining lived culture of the riverside community waving insular harmonies and disharmonies. This ethnographic research is based on the voices of the residents of the isles of Paquetá, Longa and Nova, workers and students of Unidade Pedagógica do Jamaci, which is connected to Fundação Escola Bosque, located in Igarapé do Jamaci. The qualitative approach serves as a reference to this study in its ethnographic format, using semi-structured interviews, narratives, photographic material and active participants’ observation as investigative instruments, setting from the reading of the voices expressed in the narratives of the subjects. In this sense of problematization the central questioning is brought: To which extent social literacy resulting from the lived culture of the riverside community is connected to educational literacy in the schooling process of Unidade Pedagógica of Jamaci? As a result the study demonstrates that the experiences lived by the riverside community creates connections with scholar experiences, where lived culture of the riverside community through their daily life will communicate with the school, settling then that there are no literacy without these cultural elements of the riverside everyday life, without social literacy overflowing into the scholar literacy, without recognizing the reinforcing that the diverse religious and sociocultural manifestations give to the riverside community life and the sustainability possible because of the singular and insular experiences. This way the relevance of this study consist in the come and go of the waters enlightening the Amazonian culture identifying it in the rhetoric, in the curriculum and in the process of literacy, minimizing the invisibility of the riverine people and all their cultural potential.
Acesso aberto (Open Access)
Brincadeiras, jogos e a autorregulação da aprendizagem na educação infantil: um estudo de intervenção
(Universidade Federal do Pará, 2018-01-31) FURTADO, Maria Roberta Miranda; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
The present research aims to study the self-regulation of learning in Early Childhood Education through games and games. Self-regulation of learning in young children has been increasingly effective in the school environment as it can help children in their cognitive and metacognitive development. Self-regulation of learning refers to the individual's ability to become more independent and autonomous in their own learning. The self-regulation of learning is a current proposal, supported by the Cognitive Social Theory of Albert Bandura (2008). Given the importance of this construct can mean for the educational field and more specifically for Early Childhood Education, it seeks to understand how self-regulation of learning can contribute to the cognitive development process of preschool children through games and games. From the theoretical-methodological point of view, this study consists of an exploratory and descriptive research of quantitative character, constituting also as an intervention study. Through the application of the CHILD-Independent-Learning Development Toolkit (PISCALHO; VEIGA SIMÃO, 2014), it was observed that children presented less self-regulating aspects in the motivational and cognitive dimensions, which were central focus for the construction of the Intervention Plan, following the assumptions of the Cognitive Social Theory. This is an important collaborative tool for achieving these results in Early Childhood Education.
Acesso aberto (Open Access)
Uma concepção de educação a partir do diálogo em Gadamer e Freire
(Universidade Federal do Pará, 2018-02-28) SILVA NETO, Francisco Bezerra da; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078
This is a qualitative and bibliographical study, based on the philosophical hermeneutics of Gadamer, Freire's critical pedagogy and phenomenology, carried out in the academic master's degree at PPED, at ICED, UFPA, Belém campus. of the concept of dialogue in the authors mentioned. The main objective of this study is to rethink education from the dialogical perspectives of Gadamer and Freire, and specifically: to reflect on the contribution of Gadamer's philosophical hermeneutics to education; articulate some concepts of philosophical hermeneutics with the concept of dialogue in Gadamer; and, to establish relations between the conceptions of dialogical education in Gadamer and Freire with the question of the autonomy of the student. The guiding questions are as follows: 1. What kind of human being do we want to form, bearing in mind the contemporary context? And, therefore, 2. What education do we want, for what, for whom and based on what principles? As for the theoretical methodological reference, this work prioritizes Gadamer, in Truth and Method I and II (1999 and 2002, respectively) and Hermeneutics in Retrospective (2012); and Freire, in the works Education as a Practice of Freedom (1967), Pedagogy of the Oppressed (1987) and Pedagogy of Autonomy (2005). The contribution of interpreters of philosophical hermeneutics such as Flickinger, Rohden and Hermann is taken into account, as well as other important authors of education, such as Saviani. As a result we have reached the conclusion that education can never underestimate tradition, for as historical beings we are always in a given tradition. The language and, therefore, the dialogue intermediate the relation of the interpreter with the otherness. Education for the autonomy and citizenship of learners is most effective when it takes the living dialogue as a presupposition and establishes itself in a climate of intersubjectivity.
Acesso aberto (Open Access)
Concepções de infância e educação nos discursos do periódico a escola – revista official de ensino do pará (1900 a 1905)
(Universidade Federal do Pará, 2018-01-19) OLIVEIRA, Michelle Araújo de; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/600959237845366
Esta investigación tiene como objeto de investigación los discursos sobre niño y educación para la niñez presentes en los textos del periódico "A Escola - Revista Oficial de Enseñanza" que fue publicada en Belém do Pará en los años 1900 a 1905. Siguiendo en las líneas de investigación en Historia de la niñez y en Historia de la Educación en la Primera República, el trabajo tiene como objetivo analizar, discursivamente, la concepción de niño y de educación para la niñez presentes en estos discursos. Para ello, se seleccionaron, para el análisis, textos de los géneros Texto de Opinión y Poema que apuntan a discursos sobre niñez y educación. Se elaboró un inventario - apéndice- que presenta los años de publicación de la revista, los géneros encontrados en las secciones y una descrición de estas. Para un mejor análisis de esos discursos, se crearon cuatro categorías cuyas temáticas se encuentran presentes en las ediciones recogidas y en una mayor ocurrencia: niñez y papeles sociales; la niñez, el patriotismo y la formación ciudadana; la niñez y la familia; y la niñez y la escuela. Fueran seleccionados para la fundamentación teórica sobre História de la niñez y de la educación en la Primera República – contexto en que se pasa esta investigación – teóricos como Ariès (1981), Rizzini (2011), Gondra (2000), Kuhlmann Jr. (1998; 2001; 2002), Saviani (2008), entre otros, y para la fundamentación teórica sobre los impresos educacionales , teóricos como Nóvoa (1997), Caspard (1981), Fernandes (2008) , Chartier (2009) entre otros. Además, esta investigación hizo un análisis del discurso a partir de la perspectiva analítico-discursiva de Mikhail Bakhtin (1997; 2002; 2006) cuyos resultados apuntaran para una concepción de niñez y de educación para la niñez en un momento en que ellas eran vistas como el futuro ciudadano de la sociedad moderna que necesitaba de cuidados.
Acesso aberto (Open Access)
“Cruzando a linha”: afro-religiosidade, implementação da lei 10.639/03 e as fronteiras da educação escolar-um estudo com professores da educação básica
(Universidade Federal do Pará, 2017-08-14) OLIVEIRA, Ilka Joseane Pinheiro; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This dissertation constitutes a reflection about the role of Afro-religiosity in education as a theme capable of rethinking the notion of subject, education and culture in the institutional spaces of teaching, promoting the debate of ethnic-racial differences aimed at teachers of basic education, Having as subjects of this research students of the Specialization Group "Policies of Racial Equality in the School - III Class of the African and Afro-Brazilian Knowledge in the Amazon: implementation of Law 10.639/03", promoted by the Federal University of Pará - UFPA, from Of the Group of Afro- Amazonian Studies - GEAAM in partnership between Group of Studies Society, Culture and Education - GESCED, from 2015 to 2016. The locus of the research occurred in the pole of Castanhal. The research developed from a theoretical perspective of cultural studies with categories that debate culture, identity and power, which helped to think the religious field, and more specifically the plots and meanings produced by the teachers about Afro-Brazilian religions from this specialization. The research is inserted in a postcritical perspective in education and is qualitative. As a methodological strategy, participant observation was based on ethnography, based on analysis of oral and written narratives. Among the oral ones, the analysis was based on semi-structured interviews of teachers and narratives recorded in academic programs with the participation of the black, Afro-religious movement and members of the coordination of the postgraduate course. From the written sources we use reports from the subject "Afro-Brazilian culture and religions" and from the final works produced by the teachers. The first findings are that education and Afro-religiosity think of it as a hybrid frontier of difference in school, which has specific historical-social constructions, of the places accepted from where blacks and Afro-religious should occupy. Afro-religiosity is not included as a specific and separate point in the text of the National Curriculum Guidelines for Ethnic-Racial Relations Education or Law 10.639 / 03 that should be taught in schools. But in a movement of cultural processes where symbols are appropriated in various ways, they take shape over the teachers' pedagogical experiences that are marked and remarked by Law 10.639 / 03, arising in the midst of the politics of difference. The formative processes with teachers of basic education performatizam the subjects, (re) putting the subjective, the bodies, the cultural experiences in the school institutions.
Acesso aberto (Open Access)
Discurso sobre violência contra a criança nas notícias do jornal “Folha do Norte” em Belém do Pará: perspectiva de educação no início do século XX
(Universidade Federal do Pará, 2019-05-31) VIANA, Carmeci dos Reis; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
Concerned with the themes of Childhood, Violence and Education, I seek in this Master's Dissertation to investigate violence against children, through the discourses present in the Folha do Norte newspaper at the beginning of the 20th century in Belém do Pará. as a guiding question of the study: "What discourses / practices of violence against children are presented in the Folha do Norte newspaper in the early 20th century in Belém do Pará?" In order to promote the debate on a subject so relevant to the understanding of construction of the child subject and his childhood in Bethlehem we brought as general objective: To analyze the situations of violence against children in Belém do Pará at the beginning of the 20th century and its relation with the social, educational and cultural context of the period investigated. As for the specific objectives we have: (1) To identify the typology of violence against the child that was registered more frequently in the News of the Journal; (2) To reveal the discourses that are related to violence and to the education of the infancy in the investigated sources; (3) Elucidate how the culture of violence perpetrated against the child affected age, gender, and socioeconomic status; (4) Understand that discourses on violence against children and early childhood education related to the social, political, economic, cultural and educational context of the time. This documentary research has the corpus constituted by specific subjects of the phenomenon of violence against the child, in the Folha do Norte Journal, in the first decade of the twentieth century. The theoretical reference used as input for the analysis of the collected data is based on the theorems of Mikhail Bakhtin on discourse. From this work, we realized that the newspapers of the time built a discourse about the child and / or about violence and its relationship with the child. And that these senses are representative of the nationalist, hygienist and progress ideal that defended themselves at the time.
Acesso aberto (Open Access)
A educação na era da técnica e o des-encobrimento poético segundo Martin Heidegger
(Universidade Federal do Pará, 2018-02-28) PONTES, Lucival Barbalho; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078
The question of technique is a frontal preoccupation in the thought of Martin Heidegger after the 1930s, since it becomes the guiding thread of the conjunctural analysis that the German philosopher effects to understand the ultimate metaphysical stage erected by man since the essence of technique (Gestell/enframing) was installed as an epochal principle of the atomic age. In this scenario, the sciences in general, as well as education, were coopted by the essence of the technique, which was based on contemporaneity, thus resulting in harmful consequences for the field of education, since it was converted into human resources training, capable of forgetting the fundamental and original questioning. However, for Heidegger even in the imminence of his overthrow, man preserves the essence of what saves him, and from the disguise of his forgotten essence he can take the steps that make emerge his essential poeticity, so abandoned since delivered to the essence of the technique (Gestell/enframing). Thus, it is thought to look ontologically to education insofar as it has become an instrument of technique, to show that it can be a vector of change in this panorama, so that man is not a mere technician, because education has the power to reveal to the same possibilities still not glimpsed of truths, it is up to the masters, to rise as poets, to enable the flourishing of the questioning as a tool that can open a world of genuine unveiling, to serenity bring to the fore the let-learn as the maxim of an aporetic act, as suggested by Heidegger. Thus, this research in philosophy of education, carries out a hermeneutic-phenomenological analysis of the problematic raised from several texts of Heidegger in the maturity of its thought, being capital between this collection of texts, its conference titled Question concerning technology (1953), in order to point out the way in which an era dominated by technique was established, which imposed on man a destination. In addition, there are dialogues with great scholars of the mentioned subject, among them: Benedito Nunes, Marco Antonio Casanova, Ernildo Stein and Steven Hodge.
Acesso aberto (Open Access)
O ensino de filosofia e a formação do ser-sujeito-criança na educação de Paulo Freire
(Universidade Federal do Pará, 2018-02-27) BARBOSA, Cleuma de Melo; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/0351310423782928
Acesso aberto (Open Access)
Entre o coercitivo e o educativo: análise da responsabilização socioeducativa no Programa de Medidas em Meio Aberto
(Universidade Federal do Pará, 2019-02-26) SILVA, Regina Célia Nascimento; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/7717970084199162
The purpose of this study is to contextualize the application of socio - educational measures, the contradictions experienced by the institutions that attend adolescents who are responsible for infractions, and the pedagogical and sanctioning duty of the socio - education. It will be sought to understand the meanings and meanings that the adolescents accused of the practice of infractions attributing to the interventions directed to them, as well as the pedagogical practices developed in the Specialized Reference Center for Social Assistance (CREAS), the main municipal public institution , responsible for offering the service of monitoring socio-educational measures in the middle of the open, in the Municipality of Barcarena. The research methodology was based on a qualitative approach, based on bibliographical research and the application of questionnaires with the subjects of the research-adolescents in compliance with socio-educational measures in the Open Environment and pedagogues active in the socioeducation. As a theoretical reference, the research is supported by Michael Foucault's Birth of Biopolitics (2008) and Vigiar e Punir (1984), which emphasize the discourses, practices and devices of power and the different modes of government that mark the historical process of our emphasizing the concept of governance. The thinking presented by Loïc Wacquant in his books, Prisons of Misery (2001) and Punishing the Poor (2007), which, in general, portrays the consequences of a policy of exclusion adopted by the State, in order to isolate social interaction the less favored classes. It is based on the readings of Pinheiro (2006) and Rizzini (1997; 2009) as a way to understand how Brazilian legislation regarding children and adolescents has been historically constructed.
Acesso aberto (Open Access)
Entre risco e proteção: eventos estressores no desenvolvimento de adolescentes e jovens estudantes de escolas públicas de Belém/PA
(Universidade Federal do Pará, 2018-03-06) SANTOS, Mateus Souza dos; SILVA, Lúcia Isabel da Conceição; http://lattes.cnpq.br/5758168217659420
This dissertation aims to understand the implications of exposure to stressful events in the lives of teenagers and young students in public schools and the possible interactions between risk factors (stressor events) and development protection factors. This is a multi-method research organized in two studies. The first one consists of a Systematic Review of Literature (SRL) on stressful events in the development of Brazilian children, teenagers and young people, whose aim was to construct a panorama of research on the subject. The articles were selected in the Portal of Periodicals of CAPES, SciELO and the Virtual Health Library - Brazil (VHL-BR), totalizing a set of 21 empirical articles. The results indicated the lack of productions on the subject in the North of Brazil and that the youth, as analytical category, is not so evidenced. The analysis of the research landscape indicated three investigative tendencies: the first one refers to the studies that deal with the implications of the stressor events in the development; the second relates to research that discusses these implications but relates them to other variables in order to identify the developmental outcomes of stress exposure; the third, and last, concerns the processes that can act as moderators between stressors and developmental outcomes. The second, quantitative-qualitative study was organized in two samples: the first (quantitative) sample consisted of 510 (five hundred and ten) students from 8 (eight) public schools in the city of Belém, of both sexes, with ages between 12 and 24 years, who responded to the Inventory of Stressful Events in Adolescence - IEEA; the second (qualitative) sample consisted of 1 (one) Dialogue Group - DG, with a total of 32 students from the 1st year of high school, held in one of the participating schools of the first stage of the research. The purpose of the DG was to understand perceptions, meanings and interactions between risk factors and protection in adolescence and youth. The results indicated a very diverse scenario of stressful events in which the participants were exposed, above all, in the family and school microsystems. The survey also identified strong impacts of sexual violence on development. As a protective factor, it was found that the relations of friendship had a very important moderating role in the face of these adversities. Finally, it was discussed the need of other protective processes to be potentialized and perceived by young people, especially in the family and at school, since there are stressors that need to be addressed in an articulated way with the help of these institutions.
Acesso aberto (Open Access)
A extensão universitária como práxis educativa do bacharel em direito da Universidade Federal do Pará: o caso do Núcleo de Assessoria Jurídica Universitária Popular Aldeia Kayapó (2004-2014)
(Universidade Federal do Pará, 2017-02-21) GOMES, Raphael Carmesin; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/7717970084199162
This research aims to identify what the function of the University Extension to degree of UFPA’s Bachelor of Law, having as a case study the Núcleo de Assessoria Jurídica Universitária Popular “Aldeia Kayapó” (NAJUPAK). To achieving it, we describe, briefly, the pattern of universitary institution, principally of the University Extension to verify what kind of university extension was contitute historically into the degree of UFPA’S Bachelor of Law. Then, we analyse the extension activity of Bachelor of Law as praxis, to explore the praxis of NAJUPAK. The procedure to gather datas is based in the documental research, principally books and papers that support at the path of dissertation, in the official documents that rule de University Extension (laws, management reports, etc.), in analysis of extension program selected. The research is based also in interviews made with subjects that belong to NAJUPAK during their degrees. This datas are confronted with theoretical background and with datas collected documentally. We see that NAJUPAK was a counterpoint in relation to formation at UFPA’s Law. While the “official” curriculum is constitute by stanch juridical disciplines of positivism, the NAJUPAK allowed to Bachelors unique educative experiences, evoking subjects, authors and methodologies of teaching.
Acesso aberto (Open Access)
A formação continuada dos professores dos anos iniciais da escola bosque: limites e possibilidades
(Universidade Federal do Pará, 2019-05-29) REIS, Larina Gabriela Lima dos; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561; https://orcid.org/0000-0002-5209-9693
The teacher training in Brazil has taking the leading role in educational policies. Changes in the productive basis around the world have brought changes in the schooling process of the Basic Education and, therefore, in teacher training. Parallel to this, transformations in the job, career and in teacher valorization have become important elements to reconfigure the professional's condition at this stage of schooling, including investments in public policies for continuing training, such as the National Pact for Literacy at the Right Age (the PNAIC, in Portuguese). The project was established by the Ministry of Education of Brazil in 2012 for the early years of Elementary School, focusing on the literacy of children up to eight years old. The main aim of the research was examine the teacher training policies, the pedagogical and methodological concepts and the evaluation system that guide the PNAIC. Specially, its contribution on the teaching in the Escola Bosque Eidorfe Moreira, which was founded to be an environmental education reference and whose pedagogical intend is different from the PNAIC. This qualitative research explored and analyzed the official documents about the Pact, as well as the materials of partner universities, and bibliographic survey about continuing training, the job and the teacher accountability. During the field research, teachers from this stage of schooling were interviewed to verify the potential effects of this Pact in the pedagogical practice of teachers. The data analysis considered that the speeches involve beliefs, values, geographical and historical situation which the teachers are in, what define too the way of acting and treating another one, that happens by concrete and not abstract statements. The results point out the need for greater articulation between the federal entities and the teaching institutions to adopt a continuing training program. It may fits for the regional educational peculiarities and articulates with each context and spheres of government, and besides that provides to keep the singularities, the autonomy and the teachers and students’ needs, so that the definition of the training parameters does not occur only at the national level. In conclusion, the PNAIC is characterized as an educational policy that intend to professionalize the teachers and offer a technical formation to them, according to a neoliberal logic, from the standardization of pedagogical work and materials, including largescale evaluations as a form of regulation. However, it is necessary a teacher training based on the school reality, context and needs of teachers, and should be considered the local culture, regional particularities and demands of the school community.
Acesso aberto (Open Access)
A importância da biblioteca escolar na formação de leitores
(Universidade Federal do Pará, 2019-02-22) SOUZA, Solange da Silva; SOUZA, Nilo Carlos Pereira de; http://lattes.cnpq.br/4245210444172181
This work is the result of a master's research in Education that aimed to analyze the mediation of literary reading organized by teachers in articulation with a school library of the municipal network of Belém under the perspective of the relationship between the educational practices carried out and the reading culture of the students, having as axes of analysis the teachers' conceptions about reading, literature, libraries, books and readers.The methodology adopted was based on a qualitative, bibliographic, descriptive and explanatory approach, based on the proposed objectives, which were: to identify the aspects that most influence in the awakening of the reading culture among the students; to allow a critical reflection on the actions of literary mediation that aim at the formation of readers; to investigate the theoretical conceptions of educators about reading, reader and mediator. The research subjects were not only teachers who work in the library but also those who perform their educational work in the classroom. The Municipal School of Primary Education "Republic of Portugal" was the field of research. As a tool used for data collection, participant observation and the interview with the teachers were carried out, followed by the content analysis of the data. As a theoretical reference, the following stand out: Wolfgang Iser (1996), Paulo Freire (2003; 2011) and L.S. Vigotski (1991; 2003; 2004), besides the contributions of scholars on the thematic field in question: Alberto Manguel (2004; 2014; 2017), Terry Eagleton (2006) and Ezequiel Theodoro a Silva (1998; 1999; 2005; 2009), among others.
Acesso aberto (Open Access)
A infância em processos judiciais em Belém do Pará: da criminalidade aos discursos jurídico-assistencialistas para a educação do menor desvalido (1890-1930)
(Universidade Federal do Pará, 2017-02-08) CORRÊA, Liliane da Silva França; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
The present study aims to analyze childhood in legal proceedings in Belém do Pará, based on the problem of crime, from the perspective of legal-assistentialist discourses for the education of underprivileged children from 1890 to 1930. Cases of minors: Joaquim Manoel da Silva, 13 years old, and Manoel dos Santos, 16 years of age, accused of various crimes. The judicial process is inserted in the context of the socioeconomic transformations of Belém in the passage from the nineteenth century to the twentieth century, which contributed to the increase of crime in the capital of Pará, due not only to the commercialization of rubber, but also to the project to modernize the city of Belém and of a new educational proposal of justice for poor children involved with crime in Brazil. However, this proposal was fostered in a work oriented education model, whose initiatives were based on the understanding of the alliance between Justice and Assistance, inserted in the philanthropic model logic, aiming at the moral sanitation of the society to focus on the poor, abandoned child ; and in the first code of Minors "Mello Mattos", implemented in 1927, thus enabling the system of assistance and protection for underprivileged minors. Thus, the questions that guide this study are: What discourses are present in the judicial processes of minors, Joaquim Manoel da Silva and Manoel dos Santos, on crime in Belém do Pará from 1890 to 1930? In view of this central question, we propose to raise some specific questions: What senses and meaning in the discursive statements are present in the judicial processes of minors, Joaquim Manoel da Silva and Manoel dos Santos? What ideological formation is contained in the discursive statements of the victims, witnesses and curators in the judicial processes on child crime in the capital of Pará? What is the educational proposal for the underprivileged minor in Republican Brazil from the legal-assistance discourses? In order to try to answer such questions, from the main objective of this study, I intend to: 1 - identify the meanings and meanings in the discursive statements present in the judicial processes of minors, Joaquim Manoel da Silva and Manoel dos Santos; 2 - to point out the ideological formation contained in the discursive statements of the victims, witnesses and curators in the judicial processes on child crime in the capital of Pará and; 3 - analyze the educational proposal for the underprivileged minor in Republican Brazil from the legal-assistentialist discourses. Child crime was directly linked to poverty, abandonment of the family, the demographic explosion and the modernization project of the city of Belém, which looked at the social, economic and political convergences and divergences that occurred in several capitals of the country, contributing to the emergence of less criminal. Against the Pará elite, which emerged in the Belle Époque, there was a population of poor children assigned to commit vagrancy, vagrancy, and theft crimes. The corpus of this research encompasses two judicial proceedings, collected in the archive of the Memory Center of Amazonia and belonging to the documentation of the Court of Justice of the State of Pará. The analysis of this corpus was thought from the Discourse of Bakhtin, where it was possible to identify the senses and meanings that constituted the case records based on the Penal Code of 1890.
Acesso aberto (Open Access)
Juventudes quilombolas: memória, resistência e construção de identidades
(Universidade Federal do Pará, 2018-03-08) SANTOS, José Rodrigo Pontes dos; SILVA, Lúcia Isabel da Conceição; http://lattes.cnpq.br/5758168217659420
The study aimed to analyze the construction process of the identities developed by the young quilombolas in the confrontations between their relations and practices in the Quilombo context and with external territories, as well as the resistances strategies generated in this process. Methodologically, the work was developed through the participant research and a questionary answered by seven young people of the Comunidades Associadas de Remanescentes Quilombolas de Itaboca, Cacoal e Quatro Bocas located in the municipality of Inhangapi, northeast of the state of Pará. The result of this research showed that the interactions within the communities reveal educational activities passed from generation to generation through daily Activities such as fishing, hunting, and extraction of fruits of the forest, which together, carry traces of Desquilombolas culture, memory and ancestry, giving life and support to the group's identity. On the other hand, the changes caused by globalization broke the borders between the nations and lead to the formation of new identities built through the merging of new values, visions of world and culture. This "mixture" can be perceived through the emergence of a diversity of influences that reach young quilombolas people through school activities, exchange with other cultures outside the Quilombo or even through the communication networks as Internet and television. Those new forms of identities join other essentials related to biological sex and nationality, thus giving life to different identities shared by everyone.
Acesso aberto (Open Access)
Memória social e educação popular: um estudo sobre o Ponto de Memória da Terra Firme, Belém-Pará
(Universidade Federal do Pará, 2018-02-26) QUADROS, Camila Alves; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This dissertation searched to analyse the project Terra Firme Memory Point (TFMP), from the perspective of social and educational phenomenon, wich one happens in the Belém do Pará's periphery. The TFMP was structured as a result of the criation of the Memory Points Program (PPM) in the year of 2009, as a initiative of the Brasilian Institute of Museums (IBRAM), in partnership with the Ministry of Culture (MinC), the Organization of the States Ibero Americanos (OEI) and National Program of Public Security with Citizenship (PRONASCI). The proposal of Memory Points is that the memory of favelas and Brazilian peripheries be evidenced from the narratives of the residents of these places, focusing also on the creation of museums in these spaces, based on the methodologies of social museology worked in the PPM. So, the main objective of this dissertation was to analyze the connections between the elements of social memory and the pedagogical practices linked to Popular Education in the Terra Firme Memory Point. The specific objectives of the research were: 1) to describe the environment where the pedagogical practices related to popular education in the TFMP are carried out; 2) Document the elements that make up the social memory of the individuals and residents who are part of the TFMP activities; 3) Identify the elements related to the way of life / social memory of the subjects when in contact with practices linked to popular education; 4) to analyze the existing dialogue between the popular knowledge of research subjects and scientific knowledge of the authors selected for the composition of the conceptual core of the work. The study had as problem question the following: how are the elements of social memory and pedagogical practices analyzed from the popular education carried out in the TFMP? The research is qualitative in nature, with a social phenomenological approach, with the Terra Firme neighborhood as a study scenario. The data production procedures were constituted from a bibliographical, documentary and interviews (semi-structured and focal group, at different moments) with the research subjects. Thus, we have verified that the TFMP performs in the neighborhood of Terra Firme a work of community museology, which allows visibility of the social memory of the place that is little known, especially, mediatically. We have as results that this Memory Point allows an education for the culture of memory, in which it is emphasized that popular education is made through the culture that emerges from the knowledge of the people, as well as from the social memory.
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O “projeto sala de leitura” e a formação de leitores em uma escola pública da cidade de Belém-Pará
(Universidade Federal do Pará, 2019-02-26) SILVA, Paulo Demetrio Pomares da; SOUZA, Nilo Carlos Pereira de; http://lattes.cnpq.br/4245210444172181
This study made an analysis of the practices of the “Projeto Sala de Leitura” (“Reading Room Project”), developed by the school Escola Liceu de Artes e Ofícios Mestre Raimundo Cardoso, part of the municipal educational system in Belém, northern Brazil. The observations and data collection were made throughout 2017. The aim of the research was to identify the conceptions and the educational and reading practices specified in the official documents of the Municipal Secretariat of Education and materialized by the subjects involved in the “Projeto Sala de Leitura”. The used methodology was based on qualitative research, case study and content analysis. The subjects of the research were the teachers of the “Projeto Sala de leitura”, the pedagogical coordinators who accompany the project and the board of the school Escola Liceu. We used as a procedure for data collection the recording of interviews and the analysis and reading of the selected documents, both in the Municipal Secretariat of Education and in the researched school. Concerning the analytical procedures, we made a cross-reference among the sources and the speech of the various subjects involved in the research. For this purpose, we searched a theoretical dialogue with works by authors such as Durkheim (2011), Contreras (1983), Freire (1987, 2003), Cambi (1999), Trilla (2008), Brandão (2016), Kato (1985), Leffa (1996), Perrotti (1999), Colomer (2007), Petit (2008), Costa-Übes (2010), Jouve (2013), among others. The results of this study point out contradictions between the official documents of the Municipal Secretariat of Education and the official documents of the school. These contradictions are also perceived in the pedagogical channelings about reading, which aim to meet the requirements determined by the National Evaluation of School Performance (ANRESC, the Brazilian abbreviation), of the National Government
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Que você veio fazer na sala de aula? intelectuais indígenas brasileiros e a educação
(Universidade Federal do Pará, 2019-05-20) RODRIGUES, Uisllei Uillem Costa; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245; https://orcid.org/0000-0001-8240-9704
The research object of this dissertation is the indigenous intellectuality and its academic production in Postgraduate Programs. Access to school education for indigenous peoples at all levels is not a recent phenomenon, although new contexts and paths have been outlined today. The general objective is to analyze the thinking of the Brazilian indigenous intellectual about education, manifested in thesis defended in postgraduate programs, in order to understand their political meaning. Depending on the main objective, we outline the specific objectives: 1) Carry out a bibliographic review of studies about this intellectual; 2) Analyze the concept of indigenous intellectual; 3) To discuss the relationship between schooling and intellectuality of this subject; 4) To survey the names of Brazilian indigenous intellectuals; 5) To verify, from the relationship of these Brazilian indigenous intellectuals, those who dealt, in thesis and dissertations, with the question of education; 6) Analyze the thinking of this intellectual subject on education in thesis and dissertations; 7) To verify, from the materialization of the thought of this intellectual about education, its political sense. Methodologically, the research is developed from the assumptions of content analysis. The issues raised: 1) Who are the Brazilian indigenous intellectuals? 2) What are the contributions of schooling to the construction of this subject's intellectuality? 3) How is the thought produced by this intellectual presented? 4) How does the theme "Education" and the educational phenomenon materialize in indigenous intellectual thinking? The hypothesis initially raised is that the thinking produced by indigenous intellectuals in their thesis and dissertations presents a critical view of indigenous school education. The initial idea we raised was that indigenous intellectuals produced (and still produce) a thought that reflects, above all, the ethnic identity of their indigenous group of belonging. Thus, the materialization of the thought of this intellectual would be marked, among other things, by a deep identity affirmation. The results show that indigenous intellectuals do present a critical interpretation of school education offered to their peoples, even though ethnic knowledge does not manifest itself so explicitly. It has been demonstrated that access to schooling has had profound repercussions in the context of these populations in the country, among them the emergence of a schooled/ educated indigenous group that has proposed debates from a place of speaking of belonging. The productions of these intellectual subjects converge to points in common. These studies emphasize fundamentally that indigenous education in Brazil can not ignore the education of the indigenous tradition and that the ancestral memory of the original peoples must permeate their educational school process in order to overcome a colonial position that school education almost always tries to impose in defiance of the identity affirmations defended in the last 30 years, after the promulgation of the Federal Constitution of 1988.
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Rede de proteção social frente à violência contra crianças e adolescentes: um estudo a partir do Conselho Tutelar III de Ananindeua/PA
(Universidade Federal do Pará, 2018-03-05) SOUSA, Maria Cândida Lima de; SILVA, Lucia Isabel da Conceição; http://lattes.cnpq.br/5758168217659420
This dissertation aims to understand the network of social protection of children and adolescents in the municipality of Ananindeua/PA, in order to characterize and analyze your operation against the demands of violence. This way, the issue of how it's been going on the networking on the phenomenon of violence against children and adolescents. In the methodological field, was initially carried out a systematic review of Literature on the Capes and SciELO, in order to identify the panorama of national surveys. Based on dialectical perspective, outlined the type of search, location, participants, procedures, instruments and data analysis technique. Field research, which took as its starting point the Dcfs (CT) III of Ananindeua – where there was the documentary survey, made possible the knowledge of the dynamics of the network of protection of children and adolescents in the municipality in question. In the face of the demands presented to the CTIII and the dynamics of the safety net exposed on the organ, the second stage of the field research was composed by mapping of 8 (eight) situations and for conducting the interviews with professionals from the institutions that had a higher frequency of referrals (desk research). As a result, it was found that the network operates in a manner unfavourable palliative, with structural conditions and, consequently, breaks in service/monitoring of individuals and families, with intersectoral articulation, high turnover low functional (temporary servers) and low professional qualification continues. In addition, the study indicated, in the fourth section, the ties, the strengths in the operation of the guarantee system of rights, highlighting the meetings extended for the intersectoral networking, and gaps in networking, considering that there are flaws in municipal services, the current situation of the lack of medicines essential to the treatment indicated by the Mental health policy, in other words, the query specialized medical, however, lack medicine at the pharmacy of the Psychosocial Attention Center (PAC). Anyway, in addition to the data collected, the study provided the dialogue with the social actors that operate in terms of promotion and prevention of damage and damages stemming from violence against children and adolescents, in addition, provided the exchange of experiences and coping strategies to the phenomenon presented, that can strengthen the networking.

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