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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Adoecimento de docentes na educação básica: uma revisão sistemática da literatura
(Universidade Federal do Pará, 2018-01-31) COUTO, Andrea Lobato; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
The illness on Basic Education teachers has been object of researches in the academy, and a survey of the main national and foreign researches on the subject is essential to obtain an overview of what has been investigated. This study aims to build a panorama of national and international research published between 2006 and 2017 on the subject of sickness in elementary education. It uses the Systematic Review of Literature (SRL) technique, of exploratory and descriptive character, with searches at SciELO, Eric, Lilacs and CAPES databases. The following inclusion criteria were considered: only articles; of the last 11 years; only full texts; only free; only peer reviewed; that deal with Basic Education teachers; that have the main descriptors in the title or keywords. The Content Analysis technique was done using NodeXL software. After the initial search, the criteria were applied, obtaining 45 articles. The results showed a higher frequency (35 = 77.8%) of studies investigating working conditions, health and suffering, as well as coping strategies, revealing that research has been directed in the search for the relation between work and illness of the teacher. A total of 3 (6.6%) articles used the Cognitive Social Theory to investigate related concepts. The technique of graph analysis and semantic networks allowed us to verify the connections between the most important variables present in the articles, such as Teachers Illness and Teachers Health, which reached a greater degree of centrality in the presented graphs, denoting their importance in the discussions that are being undertaken on the subject under investigation. Other revisions may be undertaken to assist in the search for studies that contribute to the research on teacher malaise. Despite the findings of this review, it is understood that other investigations may contribute with new data to corroborate or deny the relation between work and illness in teachers. Emphasis should be placed on the low frequency of studies from the perspective of Cognitive Social Theory.
Acesso aberto (Open Access)
Autoeficácia e satisfação no trabalho de docentes-alunos do parfor
(Universidade Federal do Pará, 2018-01-31) FERREIRA, Enizete Andrade; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
This research deals with the categories selfefficacy and satisfaction in the work in the light of the Cognitive Social Theory of Albert Bandura that will subsidize the study with teachers in formation by the National Plan of Formation of Teachers (Parfor). The clipping for study are teachersstudents of the pedagogy course (4th and 5th period) of three poles in the state of Pará: Belém, Abaetetuba and Cametá. The objective is to analyze teacher selfefficacy and job satisfaction of teachers in PARFOR Training. From a theoretical and methodological point of view, a systematic review of studies aimed at selfefficacy and job satisfaction subsidized by the Cognitive Social Theory was carried out in order to strengthen the research corpus; it is also a field research of an exploratory and descriptive nature of quantitative and qualitative nature; characterization questionnaire, Likerttype scales and interviews were used as data collection instrument. The quantitative data were processed by the analysis of Factorial Analysis (AF) and Analysis of Correspondence (CA), as well as descriptive analysis with measures of central tendency and in the qualitative analysis was performed Content Analysis (CA) according to Bardin with the software NVIVO 10. The results of the Systematic Review indicate the relationship of different variables in relation to the categories studied. In terms of selfefficacy, the most frequent subcategories were: teacher performance (f = 6), teacher collaboration (f = 2), selfesteem (f = 2), motivation (F = 2) and burnout (f = 2) were the most frequent with focus on the two categories simultaneously (selfefficacy and satisfaction). Results of the factorial analysis returned from the variables (questions) satisfactorily by the retained factors, already present commonality values higher than 0.30 (30%) that all variables present at least moderate correlation (r ≥0.50); in the correspondence analysis, the values of the descriptive level (p) lower than the level of significance of 0.05 (5%) and of the Beta (β) criterion greater than or equal to 3, point out that there is dependence on both the variables and their categories . The process of coding by semantic clustering (content analysis), resulted in final categories related to selfefficacy: (1) Beliefs and Strategies of Education (f = 36); Selfevaluation (f = 11), Peer Collaboration (f = 12), which synthesize participants' perceptions regarding this category and job satisfaction, which resulted in the final categories: (1) Emotional States (f = 43); professional valuation or devaluation (f = 25) and practice and teacher training (f = 7). It was verified that, in the educational context, the categories selfefficacy and satisfaction at work can influence the teaching actions.
Acesso aberto (Open Access)
As condições de trabalho e a repercussão na saúde dos professores dos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2017-06-26) SOUZA, Márcia Helena Gemaque de; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The following article has the objective of verifying if the working conditions that teachers of initial years of elementary education – AIEF are submitted bring consequences to their health. This work paper is justified by seeking to understand: How the teachers health who work in the first years of elementary education is compromised in relation to the working conditions that they are submitted? The theoretical reference focuses on literature at the international and national levels, such as: Nóvoa (1995), Oliveira (2003;2010), Assunção and Oliveira (2009), Gasparini, Barreto and Assunção (2005), Assunção (2003), Codo (1999), Apple (2005), Vincentini and Lugli (2009), Esteve (1995), among others. And, in local level we appreciated Camargo (2004), Maués (et al., 2012), Camargo, Ferreira and Luz (2012), Medeiros and Reis (2012), Reis (2014), Solimões (2015), Barros (2013), who have developed researches that involve working conditions and teachers health. Official documents that deal with the Brazilian educational legislation complement the referential. The research methodology used is qualitative with semi-structured interview, the analysis of the data from the understanding of Dialectical Hermeneutics, which enabled us to understand the reality lived by the teachers, according to the condition that they develop their work. The research subjects were ten teachers from the Ananindeua municipal education network, who work in the initial years of elementary education, a director and a pedagogical coordinator of the school which these teachers work, a representative of the Municipal Education Council of Ananindeua and a representative of the Syndicate of Workers in Education of the State of Pará. The results points that working conditions are not favorable for the development of teaching activities, causing discomfort and worsening of teachers health in all subcategories, such as: continuing education, functional and organizational aspects, teaching career, teaching activity and the physical and material conditions.
Acesso aberto (Open Access)
O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural
(Universidade Federal do Pará, 2019-02-28) CARVALHO, Lusinete França de; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
This dissertation aimed to investigate how a pedagogical coordinator organizes the formative social environment of teachers and possible implications of this formation for the knowledge and teaching practices. Therefore, it was based on Vygotsky's theoretical-conceptual system and on the formulations of scholars who investigate the pedagogical coordination theme. The research, of historical and cultural nature, was configured within the aspects of the qualitative approach in a case study and was carried out in the municipality of Marabá-Pará, in a school of the Initial Years of Elementary School. The study was subdivided into two steps. In the first stage, the characterization of the locus of the research was carried out, involving the choice of the institution, the contact with the participants and the obtaining of the Terms of Free and Informed Consent. The second stage consisted of the follow-up of the training work carried out by a pedagogical coordinator with the teachers. First, we sought to identify the social relations lived by the coordinator to analyze how they explain their professional performance. Next, we tried to identify the categories that express the ways in which it organized the social formative means of teachers. Finally, a preliminary collaborative action was carried out with the coordinator. The production of the information in this stage of the research occurred through semi-structured interviews, carried out with the pedagogical coordinator and with teachers, observation of the formative processes, notes in field diary and documentary analysis of the instruments that aided the pedagogical work. The results of the study point out that the way the pedagogical coordinator organized the social formative means of teachers had a direct relation with their concrete conditions of life. The formative processes were organized based on their personal, professional and formative experiences and although they did not translate the scientific of the pedagogical work, they were configured in significant moments of the pedagogical thinking, to plan and to act. The study revealed that these formative processes have the possibility to contemplate the specificities of the teaching work, to be guided by the training needs of the teachers, to involve the teachers in the process of planning and execution of the training and to resignificate the knowledge and teaching practices in a perspective of critical formation and transformative. Collaborative action has shown that the theoretical categories created by Vygotsky for a better understanding of the process of human formation, such as zone of proximal development, obutchenie and social relations are relevant to the field of didactics, as far as the educational process is concerned. These categories allow us to capture the contradictions of school practices and circumscribe the real possibilities of overcoming the organization of pedagogical work. It is concluded that the formative social environment organized by the pedagogical coordinator contributes in a significant way to the improvement of the teaching work in what concerns the organization of the pedagogical routine. However, there is a lack of a solid and critical theoretical base that guides the formative processes and bases the educational work in a perspective of emancipatory education that allows the teachers to recognize the epistemological bases that sustain their practices and, thus, to resignify their knowledge and practices. The study suggests that the concept of a formative social environment, adapted from the concept of an educational social way, developed by Vygotsky, is powerful for the understanding, organization and accomplishment of teacher training work developed by the pedagogical coordinator in schools.
Acesso aberto (Open Access)
Da profissionalização à mudança das práticas pedagógicas: a contribuição do curso de Pedagogia/Parfor – Polo de Igarape-Miri
(Universidade Federal do Pará, 2017-08-29) PIRES, Josilene Moraes Quaresma; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
The present research has the objective of studying the initial formation of teachers and the change of pedagogical practice, under the title: "From the professionalization to the change of the pedagogical practice: the contribution of the course of Pedagogy/Parfor of the Polo de Igarapé-Miri". As a general objective we set out to identify and analyze the contributions of the Pedagogy/Parfor course to change the pedagogical practices of the Igarapé-Miri teachers. The specific objectives of this research are to investigate the configurations of the National Vocational Training Policy of the Magisterium of Basic Education and its unfolding in the professionalization and teaching identity; to analyze how the educational reforms of the 1990s influenced the National Policy for Vocational Training of the Magisterium of Basic Education; to describe the Pedagogical Course Project (PPC) of Pedagogy/Parfor of the Cametá Campus, problematizing its local contextualization; to characterize, from the socioprofessional point of view, the group of teachers participating in the research; to situate from a theoretical point of view the debate about pedagogical practices within the school and to identify significant changes in the pedagogical practices of Pedagogia/Parfor teachers of Polo Igarapé-Miri and the nature of these changes. The research was based on the qualitative approach. We carried out a bibliographical review, documentary survey and later, a field study, which included the application of form and the accomplishment of semistructured interviews. We used as subjects informants of this research 10 teachers of the basic education of the course of Pedagogy / Parfor. The results show that the curriculum of the course was not elaborated considering the characteristics of the municipality, which is predominantly riverside. In turn, the disciplines that emphasized practical activities were the most celebrated by teachers, as well as those that gave them possible solutions to their daily work. We must also consider those disciplines that dialogue with the teachers' beliefs and perceptions regarding their relationship with themselves and with the students. The relationships that were established between teachers, students, other school professionals, parents and the community underwent a transformation, in some more intense, more noticeable. The affectivity surfaced, the look at the other, valuing the other. As for the professionalization, the teachers perceived it as professional ascension, salary improvement and pedagogical practice change. The course opened their horizons, raised their self-esteem and their understanding of their role in improving the educational process.
Acesso aberto (Open Access)
A diversidade socioterritorial da Amazônia paraense e suas configurações nos currículos dos cursos de pedagogia PARFOR da UFPA, UFOPA e UNIFESSPA
(Universidade Federal do Pará, 2019-06-26) OLIVO, Gerson Dias; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
Acesso aberto (Open Access)
Educação como acontecimento: experimentações de um currículo-nômade em processos formativos na comunidade de Murutinga, Abaetetuba-PA
(Universidade Federal do Pará, 2017-08-28) CARDOSO, Rosileide Moraes; COSTA, Gilcilene Dias da; http://lattes.cnpq.br/2934771644021042
This dissertation proposes to think of the formation and the school curriculum as art, creation, invention in a collective movement with the cultural knowledge of the rural community of Murutinga, in the municipality of Abaetetuba-PA. The research tracks configure a cartographic curriculumnomadic thought as a line of escape and possibility of reinvention of the pedagogical practices of subjects who experience the community. What we propose to explore here are other ways of thinking the formation, the language, the curriculum, moved by the local knowledge of the students and teachers, that is, a "drenched" education of situations and senses / formative experiences. In order to sew the research, we have as objectives: a) to map formative processes of student-teachers in the plots of a nomadic curriculum, permeating the rural area of Baetetubense, in particular those of Escola Maximiliano Antônio Rodrigues; b) reverberate the echoes of a singular Amazonian education (Abaetetubense), confabulating literary art and creation of realities; c) to enhance the formative experiences born of the teacher-student interaction in the dialogue with the local histories and knowledge, in order to recreate the dynamics of the curriculum and the school formation. In theoretical-methodological terms, the present body of writing is drawn from a perspective of the Philosophy of Difference in Education (DELEUZE & GUATTARI, 1992, SILVA, 2000, CORAZZA, 2001, GALLO, 2008, MEYER and PARAÍSO, 2012) Post-criticism of curriculum and training, and the Deleuzian-Guattarian-inspired Cartography, for bringing the perspective of a mobile and multiple thinking-research, capable of tearing up the chaos of education and of experimenting with other ways of inventing an education as art and event. The mapping course is weaved in dialogue with the narratives and cultural knowledge of subjects of the community surveyed. In this way, the text is organized in four interconnected moments: rst scribbles what the training represented and / or represents for the teachers who live and work in the rural-country space and islands of Abaetetuba since the 1990s; the second presents training as a voracious mechanism for the construction of a nomadic curriculum (CORAZZA, 2001); the third deals with the cartographic curriculum, of an education as a creation-invention depicting process formation, not properly what it is, but what training wants; the fourth, imbibed by an adventurous formation, to create steps for the mobility of thinking, to wander from one knowledge to another, creating gaps for a curriculum that dances (SILVA, 2000; COSTA, 2007), who thinks and invents an education as an event (CORAZZA, 2001) and as sense-experience (LARROSA, 2002). And finally, in the final lines, I make a brief survey of the itineraries, of the experiences and experiments built in the intersubjective interaction with the research subjects.
Acesso aberto (Open Access)
A educação infantil na rede municipal de ensino de Belém PA: um debate sobre as concepções pedagógicas e prática pedagógica
(Universidade Federal do Pará, 2018-08-31) MONTEIRO, Fernanda Yully dos Santos; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
In order to develop such a discussion, we use the dialectical historical materialist method, which seeks to analyze the object with rigor, starting from the appearance to the essence of the phenomenon. The method is part of our conception of the world, therefore, it demarcates our ethical-political orientation. From the literature review, some specific categories emerged, to discuss human formation, we subsidized our analyzes in Duarte (2010,2012, 2016), Saviani (2013). On socialist pedagogy, the authors were Marx and Engels (2005, 2008) and Saviani (2012). In establishing the nexus of research with children's education, we used Kuhlmann (1998,2000), Rosemberg (1984) to talk about history of children’s education Arce (2012;2013), Saviani (2013) to explain the issues of early childhood education and critical historical pedagogy. Our research aimed to analyze the Municipal Education Network of Belém through documentary analysis and semi - structured interviews with teachers of early childhood education. The whole study is based on the conception of historical-critical pedagogy, a theory that proposes a historicizing perspective of contents, that is, it is defined by the historical process, guided by the concept of work and that has a position and commitment to an antagonistic historical project , a conception of man and world. As results, we present the children's education in the Municipal Network of Education of Belém as a space that perpetuates hegemonic pedagogical conceptions, the analysis about the training of nursery school teachers ratified the hypotheses that the initial formation has not given the necessary support to understand the theories that and that there are no sound guidelines for teaching the first stage of basic education, and there are infrastructural problems and involving the career of teachers who do not allow concrete pedagogical practices to be implemented
Acesso aberto (Open Access)
A formação continuada de professores de educação física na rede municipal de Ananindeua/PA: contradições e perspectivas nos caminhos para emancipação
(Universidade Federal do Pará, 2019-02-27) SOUZA, Cristian Rafael Silva; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; ttps://orcid.org/0000-0002-1911-2278
The objective of this study is to investigate the limits and possibilities of advancement of the Ananindeua municipal network for teachers of Physical Education in the perspective of education as a means of emancipation. The research is justified by the need to investigate such a program, offered as a policy, because in the context in which it is being carried out, it is one of the few available means (of a public nature) for teachers to access continuing education. The reference framework used is focused on the critical perspective, especially in: Adorno, Horkheimer and Freire. The legislations of the municipalities are united to the reference regarding the formation of teachers, documents of orientation for the accomplishment of formative actions and documents fruits of the planning of the same ones. The methodology of the research is characterized by the critical-dialectic approach, mixed approach and exploratory character. It was performed through a bibliographical survey, field research (through the application of questionnaires and interviews in the focal group method) and documentary research. It has as subjects the Physical Education teachers who work in the schools and those who organize the formative actions directed to the area, in that municipality. Data analysis and statistical analysis were used as data interpretation technique. As a result of the incursions, we could infer that the formations organized by the network are guided by the planning done by the responsible team, which is guided by the parameters set by the education department, which is guided by the Municipal Education Plan. This network of relationships interferes in the way the actions are planned in two ways, at least: in the operational question, because the team responsible for the organization does not have the resources and infrastructure for the development of the actions; in the pedagogical question, since the theories and conceptions that underlie the projects need to be aligned with the ideas put forward by the higher instances. This relationship reverberates in the way the teachers who attend the actions perceive them, sometimes comprehensively, sometimes more critically, because they feel that they do not contribute in all aspects of their formation. From the analysis on the results, we consider that the formation for the human emancipation will be feasible from the moment in: there are conditions for the team responsible for the formations to develop their work better; there is the possibility of planning actions integrating the needs of teachers in their multiple dimensions; the construction of a permanent policy of continuous training in the network.
Acesso aberto (Open Access)
Formação continuada para atuação pedagógica inclusiva na educação infantil: um estudo no sistema municipal de ensino de Belém - Pará
(Universidade Federal do Pará, 2017-06-23) OLIVEIRA, Marcia de Fátima de; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
The present dissertation, entitled "Continuing education for inclusive pedagogical activity of Infant Education: a study of the municipal education system of Belém - PA", investigates the process of continuous formation, planned, organized and developed with the teachers of Child education by the municipal education system of Belém, with the intention of qualifying them to educate children with disabilities. It is an empirical research with a historical-cultural theoretical-methodological orientation, inspired by the central ideas of Vygotsky and some of his commentators. In a historical-cultural approach, childhood is understood as a crucial period in the process of humanization, because it is the stage of life in which the child is brought into contact with culture and begins the process of forming his typically human functions. In this perspective, the education of children has a singular importance, for contributing to the formation of the basis of the process of constitution of the conscious human personality. Its role is to put the child in contact with human culture and with people through different social relationships, making possible the internalization of instruments and signs historically constructed and made available by culture and the formation of their human qualities. Thus, the general objective of the study was to investigate the process of continuous training, planned, organized and developed with the teachers of Early Childhood Education by the municipal education system of Belém-Pará, with the intention of qualifying them to educate Children with disabilities. The study was carried out in two distinct stages. At the first moment of the research, the dynamics of the continuous training process offered by the "Gabriel Lima Mendes Educational Center for Inclusion" (CRIE) were characterized by the teachers of early childhood education, in order to enable them to educate children with disabilities. At this stage, the information was collected directly at the CRIE, through information registration, document analysis and application of questionnaires. In the second moment, the dynamics of the counseling carried out by a special / child education technique and the visions of the teachers about the continued formations and pedagogical support offered by the CRIE were investigated. At this stage, the information was collected in a child education unit linked to the public education network of the municipality of Belém, through observations and interviews. The information obtained was analyzed under the historical-cultural approach. The results point out that the continuous formations are configured as punctual actions, with specific themes of Special Education and with little articulation with general education. The conceptions that permeate the formations have their roots in the conceptions "medical-pedagogic and psychopedagogical" (JANUZZI, 2004). The nursery teachers recognize the importance of the CRIE for the inclusion of children with disabilities in regular education, however, they point out the need for training and counseling to be more frequent, that there is continuity of the subjects addressed and the possibility of participation of all the teachers in the formations. The study suggests that public policies of continuous formation be implemented and implemented so that the formative processes can contribute, in fact, to the teacher formation.
Acesso aberto (Open Access)
Formação cultural de professores da educação básica: elementos para uma crítica de programas de formação inicial e continuada
(Universidade Federal do Pará, 2017-12-14) NASCIMENTO, Damasia Sulina do; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
The present research is inserted in the line "Teacher training, teaching work, theories and educational practices", of the Post-Graduation Program in Education of the Federal University of Pará - PPGED / UFPA. It aimed to understand how the initial and continued formation contributed to the cultural formation of teachers of basic education from the National Teacher Training Plan - Parfor which were also students of the National Pact for Literacy in the Right Age - Pnaic. Its general objective was to analyze how the cultural formation of teachers of basic education has been constituted in the processes of initial and continuous formation. From this analysis, we seek to identify in existing academic research and Brazilian legislation the existing conceptions regarding the cultural formation of teachers, to record cultural practices more recurrent in the initial and continuing training courses and their role in the cultural elevation of teachers, besides investigating that cultural practices in initial and continuing education, from the perspective of teachers, more contributed to their personal and professional development. It is a qualitative research in the field research modality, which comprised four stages: 1) Collection of bibliographical material, 2) Documentation survey, 3) Field research from the application of questionnaire and the accomplishment of semistructured interview and 4) data processing from the content analysis. Theoretical contribution was based on authors such as Carvalho (2009), Cruz (2008), Araújo (2012a), Leão (2009), Bigaton (2005), Caldeira (2008), Souza (2015), Williams 2002), Araújo (2012b), Forquin (1993), Leontiev (1978), Bourdieu and Champagne (1998), Sacristán (2002), among others. The results of this research allow us to understand that although they are not in a position to choose the models and conceptions of formation, it is noticeable that the training programs affect, from various perspectives, the life and the work of the teachers. Such transformations occur in the cultural, personal and professional, with interfaces between one and the other.
Acesso aberto (Open Access)
A formação de pedagogos para o uso crítico das tecnologias no município de Belém do Pará
(Universidade Federal do Pará, 2019-02-26) COSTA, Débora Souto da; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942
This study aims to investigate if the curricula of the pedagogy courses, from three public higher education institutions of the city of Belém, allow teacher education focused on the critical use of Information and Communication Technologies. The contributions of Paulo Freire, Miguel Arroyo, Vani Kensky, Pierre Levy, and other authors were used as theoretical contributions. We chose a qualitative, descriptive and documentary methodology. To analyze the data, we used Content Analysis. The results revealed that there are indications for the possibility of critical formation from the use of information and communication technologies, albeit timidly, among the researched curricula. However, it is concluded that there is a need to rethink ways to enable this formation in an effective and critical way.
Acesso aberto (Open Access)
Formação de professores da educação infantil: a experiência de um curso de formação continuada
(Universidade Federal do Pará, 2017-08-30) NASCIMENTO, Flávia Costa do; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
The purpose of this dissertation is to identify the main contributions of a continuing education course for teachers of early childhood education, based on historical and cultural theory, to make changes in the conceptions and practices of teacher participants. In order to do so, a qualitative research based on Vygotsky's propositions was carried out, in studies carried out by researchers who follow the theory formulated by him (Delari, Pino, Prestes, Teixeira and Mello and Teixeira and Araújo), other and scholars who treat On the training of teachers of early childhood education, such as Teixeira e Mello and Teixeira e Araújo. Complement the theoretical framework, the legal frameworks related to early childhood education, such as the National Curriculum Guidelines for Early Childhood Education, the Law of Guidelines and Bases of Education and the National Education Plan 2014-2024. The central question of the research was presented as follows: What are the impacts of a continuing education course, based on historical-cultural theory, on the level of improvement in early childhood education in the conceptions and pedagogical practices of teachers? The research was carried out with professors from the municipality of Castanhal-PA. Following the methodological orientation of the historicalcultural theory that it is necessary to understand the genesis of the analyzed problem, the research was divided in two distinct stages. At the first moment, the documentary analysis of four semi-open questionnaires applied by the coordination of the program, to the teachers/cursistas of the municipality, was carried out at the end of the course. The second stage of the research consisted of an empirical research carried out with two teachers, a pedagogical coordinator and a manager, who participated in the course. At this stage, the information was produced from a semi-structured interview with the participants. The data were analyzed focusing the impacts of the course on the changes of conceptions and practices of the participating teachers. The results evidenced that the course caused changes in the conceptions of children, children's education and the role of the teacher, as well as contributing to modifications in their pedagogical practices, contemplating them in their role as teachers, coordinator and director.
Acesso aberto (Open Access)
Formação de professores na Amazônia bragantina: um estudo sobre o PNAIC e a prática pedagógica em classes multisseriadas
(Universidade Federal do Pará, 2019-02-28) CORRÊA, Daniel Rodrigues; ABREU, Waldir Ferreira de; http://lattes.cnpq.br/6364117476478718; https://orcid.org/0000-0002-0245-9072
The text on screen is part of the Field Education and Teacher Training field and presents the results of the research entitled "Teacher Training in the Amazonian Bragantina: a study on the PNAIC and the pedagogical practice in multi-serialized classes" that intends to analyze the training provided by the National Pact for Literacy in the Right Age (PNAIC) to the teachers of the Bragantina Amazon and its impact on the pedagogical practice of teachers of multi-grade classes. In order to reach the proposed objectives, a literature review was carried out in the literature and databases of the Post-Graduate Programs in Education (PPGED) of the Federal and State Universities of Pará that deal with thematic and documentary analysis, which have permeated all the work. The methodology used brings qualitative research as an approach, so we delimit ourselves in the bibliographic, documentary, and field research, having as a locus the formative and professional experiences of 09 teachers from schools in Bragança, Tracuateua and Augusto Corrêa, municipalities that integrate the Bragantina Amazon. In the search for a closeness to reality, interviews were conducted in order to strengthen the contact with the subjects that dynamize and recreate the knowledge in the schools/multi-series classes of this territory. The research showed that the teachers approve the quality and the methodology applied in this Continuing Education offered by the MEC, considering it as positive and satisfactory. In addition, it shows that all of them would be interested in continuing these studies, if they were offered and highlighted as more relevant aspects of this training modality, the possibility of sharing experiences, the practical applicability of the subjects addressed and the production of materials for use in the classroom. The results allow to infer that the PNAIC had a direct impact on the work of these teachers in the classroom and reveal that in the period from 2008 to 2018 it has been observed the existence of efforts of the federal government and the education secretariats of the municipalities locus of the research in the creation of public policies aimed at training teachers, especially those working in rural schools. However, they are educational policies that, for the most part, have been and/or are permeated by pragmatism, technicism and accountability of educational outcomes, which may not provide the teachers of the field with a formation that can articulate initial formation, formation continuation and professionalization in a perspective of consolidating their teaching autonomy in these spacestimes
Acesso aberto (Open Access)
A formação docente para o uso pedagógico das novas tecnologias de informação e comunicação: o papel do Núcleo de Tecnologia Municipal - NTM da Semed - Marabá
(Universidade Federal do Pará, 2017-06-28) SOUZA, José da Cruz; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
The present research has the objective of researching the continuing education of the teachers of the municipal education network of Marabá offered by the Nucleus of Municipal Technology - NTM for the pedagogical use of the New Information and Communication Technologies - NICT. It is therefore necessary to understand to what extent this training has contributed to the process of socialization and production of systematized knowledge, starting with the appropriation of NICT as an articulated means for the purposes of education that has as fundamental presupposition the process of humanization of the individual. Thus, it is sought to analyze in what perspective has occurred the training of teachers for the pedagogical use of ICTs, as well as the process of insertion of these technologies in school education in its entirety. In this sense the objectives of the research in question are to analyze: from the perspective of the teachers the importance of the continuous training for the pedagogical use of the NICT to the process of socialization and production of systematized knowledge; Which conception or pedagogical conceptions guide the formations offered by the NTM and the conditions of incorporation of the NICT into the pedagogical practice. The theoretical framework that guides and supports the analysis of the object of the research in question is historical-critical pedagogy. The option for this pedagogy stems from the fact that it understands education as a process of humanization of the individual by appropriating the cultural elements produced historically by humanity. The training of teachers in this perspective should contribute to the ability of this subject to appropriate the knowledge produced by humanity in more developed forms, which includes the appropriation of ICTs, which should be incorporated into pedagogical practice in the dialectical relationship between ends and means, Therefore, the technological determinism present in the hegemonic discourse. In this way, starting from the principles of historical-critical pedagogy, the research adopts the method of dialectical historical materialistic investigation, whose basic foundation is the apprehension of the real in its essence, from its contradictions and historical determinations. Data were collected through questionnaires and semi-structured interviews. The research was carried out in 7 (seven) municipal schools and NTM schools and 20 (twenty) teachers were interviewed. The research allowed us to understand the contradictions of the hegemonic discourse on the importance of the use of ICT in school education.
Acesso aberto (Open Access)
Formar para ensinar e pesquisar: perspectivas para a relação entre ensino e pesquisa na formação de professores de educação física
(Universidade Federal do Pará, 2019-08-28) FURTADO, Renan Santos; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; https://orcid.org/0000-0002-1911-2278
This research aims to study the relationship between teaching and research in the training of Physical Education teachers. Thus, having as theoretical support concepts of Theodor Adorno and Paulo Freire, we reflect on the following question: what are the perspectives that we can point to a formative imbrication between teaching and research in the formation of Physical Education teachers? Thus, we have as general objective: to discuss the perspectives for a formative imbrication between teaching and research in the formation of Physical Education teachers. As specific objectives, we intend to: 1) Understand the way some documents of Education and Physical Education approach research and teaching. 2) To investigate from the historical point of view the constitution of the scientific field of Physical Education and the relationship between research and teaching in the area. 3) Discuss the meaning of the formative action and the social function of the teacher trainer / researcher. 4) Point out perspectives for training for research in Physical Education from the contributions of Theodor Adorno and Paulo Freire. Regarding the methodological procedures, regarding the type of research, it is a theoretical study, which uses a specialized bibliography related to the object to deal with the issue, as well as selected documents that characterize a certain empirical contribution. We use content analysis as a data analysis technique. We conclude that semiformation has entered the initial formation of Physical Education teachers from historical and contemporary mechanisms, a fact that delayed the intellectual production of the area. As ways to overcome this scenario of semiformation, we point out the need for teacher / researcher training to take place in dialogue with the political, ethical / human, technical / scientific and cultural aspects of training. Finally, we point out two perspectives that we can consider for the deepening of an education for emancipatory research in the training of Physical Education teachers, which are: to recognize that research requires the accumulation of theoretical and methodological foundations that enable a real investigation and interpretation of phenomena. , and consider that research training needs to form subjects capable of thinking and producing concepts beyond the appearance and ideological coercions of the capital world.
Acesso aberto (Open Access)
Fundamentos da organização do trabalho pedagógico dos professores de educação física da rede municipal de Castanhal-PA
(Universidade Federal do Pará, 2018-03-06) SANTOS, Patrícia Menezes dos; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
This research had as object of study the pedagogical foundations of the Organization of Pedagogical Work (OTP) of Physical Education teachers in the final stages of elementary education in the Municipal Network of Castanhal-PA. It has as a research problem: What funding are present in the OTP of the Physical Education teachers of elementary school elementary education in the Municipality of Castanhal-PA? The objective of this analysis is the analysis of the foundations present in the OTP of the physical education teachers of elementary education in elementary school in the Municipal Network of Castanhal-PA. How it is intended: a) To characterize and analyze a pedagogical proposal that guides Physics in the Municipal Network; b) To characterize as conceptions of Education; c) Identify a concept of physical education; d) Analyzing the teachers' OTP is linked to a process of transformation of society. Most of the postgraduate degree in educational positions and work in other locations, accumulating a total workload of more than 200 hours. In the municipality, the working conditions are precarious, there is no contraturno, with more than 400 students and resources of resources. The part of the teachers the part of the times and work in the predominantly the spectacles of their sonicures, they like their relevant relevant overs. Verification of the proposed pedagogical policy in the Network Privilegia calendar and the expressions of JIJEM. Eight of the nine teachers are used for a 2016 proposal in their planning, in addition to other documents such as the PNC and a BNCC. Regarding the pedagogical approaches, it verifies a eclecticism of approaches and dichotomies between the documentary reference used without planning and a pedagogical approach by all the teachers. They point to ways of overcoming changes in physical education.
Acesso aberto (Open Access)
Mestrado profissional em letras: contribuições à formação docente no discurso dos egressos da Universidade Federal do Pará
(Universidade Federal do Pará, 2018-03-20) SANTOS, Zulema Costa Dos; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The present study tries to understand, from the discourse analysis of the alumni, the contribution of the Professional Master in Portuguese - PROFLETRAS of the Universidade Federal do Pará (Brazil) in the teacher training, especially with respect to the promotion of autonomy, qualification of the pedagogic practice and fomentation to innovations. After a systematic review of the literature (SRL), aiming at mapping the current state of the studies about the professional master's degrees directed at teachers of basic education, especially Portuguese Language, a theoretical framework was reached about post-graduation stricto sensu and the initiatives of continuous formation for teachers of native language in Brazil composed by authors like Schäfer and Ostermann (2013), Neres, Nogueira and Brito (2014), Martins and Puggian (2014), Silva and Del Pino (2016), Martins and Ribeiro (2013), Campos and Guerios (2017) and Cunha and Agranionih (2017). For the interpretive categories studied, we adopted Contreras (2002), Franco (2016) and Messina (2001). Godoy (1995) supported the option for the qualitative approach and the theoretical contribution on Discourse Analysis (DA), specifically the notion of interdiscourse, derived from the studies of Fairclough (2016) and Orlandi (2010) and Brandão (2006). After the establishment of the theoretical and methodological basis, interviews were filmed and transcribed from a semi-structured questionnaire with five alumni from PROFLETRAS. Their discourses were analyzed with a focus on three interpretative categories - autonomy, pedagogical practice, innovation - with the objective of evaluating the impact of training on the qualification of their professional practices. The data show that the professional master's degree in Portuguese - UFPA, probably due to some peculiarities (being strictu senso, promoting effective connection between theory and practice, giving voice to teachers, fostering researchers in their work spaces), contributed to an autonomous, reflexive and innovative practice of the five graduates interviewed, even though they are not totally free from certain ideological ties, which include the hierarchization of knowledge and the almost exclusive responsibility of the teacher for achievements and educational failures. Finally, all of them reveal that they perceive themselves as better teachers, more satisfied with themselves, more motivated by the positive response of students to innovations; all indicate that they have adopted the practice of planning activities based on students' needs rather than the preconceived materials imposed on them.
Acesso aberto (Open Access)
A organização do meio social educativo da atividade de coordenação pedagógica na educação infantil: implicações da teoria histórico-cultural
(Universidade Federal do Pará, 2017-07-28) SEIXAS, Lívia Maria Oliveira Silva de; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
The present dissertation investigates the performance of a pedagogical coordinator of childhood education in the organization of the social environment for the education of teachers. This is a case study, from a qualitative perspective, based on historical-cultural theory, mainly in Vygotsky's ideas. According to this theoretical perspective, the educational process presents three fundamental elements: the teacher, the student and the educational social environment. Although each element performs a specific function in the process, the three together form a dialectical unity and are thus inseparable. The teacher plays an active role in guiding and / or organizing student activities. This, in turn, assumes an active role for the importance of his personal activity. The educational social environment that surrounds them is also active, because it is in them that the social experiences of both the teacher and the student are intentionally processed. Starting from this idea of Vygotsky, we come to interpret the role of the pedagogical coordinator as the organizer of the educational social environment for the continuous formation of the teachers, since he is an education professional whose main assignment is to train the teacher in service and follow the pedagogical work carried out by him. In this sense, this research had as objective to investigate how a pedagogical coordinator of a school of the childhood of the municipality of Ananindeua-PA organizes the social educational environment for the continuous formation of the teachers of the infantile education and what the intention of this formation. The study was divided into two stages. The first stage consisted in characterizing the historical-cultural context of the research coordinator in order to understand what has contributed to her constitution as a pedagogical coordinator of a kindergarten. At this stage, the information was collected through semi-structured interviews with a representative of the Division of Early Childhood Education (DEI), linked to the Municipal Education Secretariat (SEMED), a manager of the Municipal Reference Center for Early Childhood Education (CMREI) "Gunnar Vingren" and the said pedagogical coordinator. The second stage consisted of research on how the coordinator organizes the social educational environment for the continuing education of the nursery school teachers and what their intention is with this organization. At this stage, the information was collected through semi-structured interviews, observation guides and notes in the field book of the activities developed by the coordinator. The results showed that their initial formation left serious theoretical inconsistencies, which have not yet been softened and / or overcome by the continuing formations they have participated in, which has led them to seek training on their own, but without a theoretical orientation. Nevertheless, the coordinator demonstrates her concern about the quality of the training of the teachers of the child school and undertakes to organize the educational social environment so that they form a knowledge about the child's development and the organization of the pedagogical work, involving aspects such as organization of curriculum, planning, activities, spaces, times, materials and support to families to accompany children in their activities. The study suggests that the agencies of the municipality of Ananindeua-PA, responsible for the training of nursery teachers, act in a more intense, systematic and coherent way, promoting moments of continuous formation specifically directed to pedagogical coordinators, using the pedagogical proposal of the municipality, which is in the process of updating and which is based on a theoretical approach capable of promoting the development of a better organization of the social educational environment for the training of the children's education teachers of said municipal school system.
Acesso aberto (Open Access)
A organização do meio social educativo de uma turma de educação infantil ribeirinha da Amazônia: um estudo à luz da teoria de Vigotski
(Universidade Federal do Pará, 2019-03-12) OLIVEIRA, Luciana da Costa; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
This dissertation consists of a study about the organization of the educational social environment of a children's education group in a public school in the community of Caruaru, on the Island of Mosqueiro, linked to the Municipal Secretary of Education of Belém do Pará. Vygotsky's theory. In the perspective of this author, people are constituted as subjects through their social relations and it is up to the school education to organize the social relations experienced by the children in the school, so as to intervene in their processes of human formation in a critical and emancipatory perspective. Thus, this research had as objective to analyze which educational social environment contributes to the formation of the conscious personality of the children of a class of children's education riverside of the Amazon. The investigation was divided into two stages. The first stage consisted of the observation of the organization of the educational social environment. The information in this stage was produced through observation, semi-structured interview with the teacher, meeting with the families of the children and analysis of the School's Political Pedagogical Project. The second stage consisted in the execution of the collaborative action to contribute to the pedagogical practice of the teacher regarding the organization of the social educational environment of the class, in order to collaborate for the process of social formation of the conscious personality of the children. The production of information in this stage was accomplished by means of study sessions, elaboration and execution of a planning with the teacher and the children. In both steps, field journal annotations and audiovisual and photographic recordings were carried out, in order to ensure the study of the processes, according to the way of proceeding the analysis by the genetic-causal method postulated by Vigotski. The results obtained in the first stage pointed out that the teacher had as theoretical basis the theory of Vygotsky and the ideas of Paulo Freire, but had no training in the perspective of riverside education. He had participated in a course in the level of improvement in early childhood education and perhaps because of this, he organized the educational social environment listening to the children and taking into account their particular life peculiarities, their knowledge and experiences, as well as the peculiarities of childhood. In the second stage, the results showed that the collaborative action contributed to the organization of the educational social environment, potentializing the pedagogical practice and the formation of the conscious personality of the children. It is concluded that the concept of educational social environment formulated by Vygotsky, if taken together with the conceptual system of the author and with the conceptions defended by the scholars of riverside education, can contribute with the teacher in his historical task of thinking and organize a critical early childhood education for and with the riverside children of the Amazon.