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).

Navegar

Agora exibindo 1 - 19 de 19

Acesso aberto (Open Access)
O Ciência Sem Fronteiras na Universidade Federal Rural da Amazônia: perspectivas entre a internacionalização da educação superior e a política de ciência, tecnologia e inovação
(Universidade Federal do Pará, 2018-05-02) PONTES, Luma Barbalho; KATO, Fabíola Bouth Grello; http://lattes.cnpq.br/5914699246880638
This study investigates the Science without Borders Program, and its mediations with the internationalization of higher education process and the Science, Technology and Innovation Policy. This is a case study about Science without Borders at the Federal Rural University of Amazonia (UFRA). The main objective of the research is to analyze the implementation and execution of academic mobility process, with undergraduate students, provided by Science without Borders at UFRA, with emphasis on the students' experience and its relation with the Science, Technology and Innovation Policy. For the development of the dissertation, it has been done bibliographical and documental research. The main primary sources analyzed were: Decree 7.642 of December 13, 2011, Senate Science without Border report, the information contained in Science without Borders Official Website, and the Science, Technology and Innovation Policy documents: Decree 91.146/1985; creation of the Ministry of Science and Technology, books or memories of National Conferences on Science, Technology and Innovation (2002, 2001, 2010); the guidelines of the Industrial, Technological and Foreign Trade (PITCE), published in 2003; National Postgraduate Plan (2011-2020); and the Science, Technology and Innovation National Strategy 2012 – 2015. To obtain the information on the execution of the academic mobility, a semi-structured interview was conducted with a group of 12 Science without Borders students; an online questionnaire, with objective questions, about the international exchange experience was applied, and 85 replies were received; in addition, CAPES and CNPq were requested to send the beneficiaries final report. The results presented in this study showed that that the internationalization model promoted by Science without Borders Program was mostly traditional, marked by the market logic with unequal relations, where peripheral countries seek training in central countries, and with a tendency towards passive internationalization, since the program was based on the sending students and researchers abroad. The research on the Science, Technology and Innovation Policy indicates that the objectives set for Science without Borders follow the same alignment of the documents analyzed, especially from the Lula government (2003-2010), both seek to strengthen the relationship between university and industry, and thus foster the country's productive sector. Finally, the facts about the beneficiaries of the program shows that they did not have a significant academic production, this is associated with the lack of planning and control of the exchange and the low levels of proficiency in the foreign language.
Acesso aberto (Open Access)
“Decifra-me ou te devoro”: o salário dos professores da rede pública estadual de ensino do Pará como alienação e exploração
(Universidade Federal do Pará, 2019-02-08) RIBEIRO, Abelcio Nazareno Santos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This dissertation analyzes the salary of the teachers of the state public education system of Pará from the perspective of alienation and exploitation. The objective is to analyze whether teachers understand (or not) the composition of their salaries and how the state government, through the State Department of Education (SEDUC) takes advantage of this condition to alienate the action of teachers, limiting their conscious action. The main basis for the construction of this analysis was through an analytical theoretical study of the categories: work, alienation, remuneration and salary; making the crossing of legislation and the composition of the remuneration, from documents and interviews with teachers of the public network aiming to identify their effects on the (un) appreciation of teachers in the last fifteen years (2007-2018). In this context, it analyzes the payroll policy of the governments of Ana Julia Carepa (PT) and Simão Jatene (PSDB) and the role of SINTEPP as a class entity in the defense of professional valuation. For that, we adopted as a methodological resource bibliographical and documentary research, as well as interviews. The theoretical contribution adopted was based on historical materialism in the sense of explaining the contradictions and mediations between the role of the State and the government in the definition of salaries and the limits on the teachers' conscience in the search for professional valorization. From the interviews with teachers from the public education network of Paraense, the results show a marked lack of knowledge about their work relationship, their rights and their salary, showing that there is an alienated view of their relationship with the fruit of their work.
Acesso aberto (Open Access)
Um estudo sobre a inclusão escolar e os recursos financeiros para o atendimento dos alunos com deficiência, no município de Marabá-PA
(Universidade Federal do Pará, 2019-03-12) PEREIRA, Mirian Rosa; RIBEIRO, Maria Edilene da Silva; https://orcid.org/0000-0001-8605-9406
The present study approaches the educational policy of school inclusion at the federal level to guarantee the right to education of students with disabilities and its impact in the care of students with disabilities through the municipal schools in Marabá, in the Brazilian state of Pará. For the this policy application, the government consider the school enrollment for the purpose of financial resources redistribution, varying therefore, according to the reality of each Brazilian state, both in common education and in specialized educational services. Therefore, this research had as general objective: To investigate how Marabá configured the Special Education, and whether the financial resources allocated to this teaching modality contribute to the process of school inclusion in the midst of a neoliberal state reform. We set out the following specific objectives: a) To discuss the reflexes of the State Reform and its impact on the school inclusion process of students with disabilities; b) To analyze how special education has been configured in the municipal education in Marabá; c) To identify the sources of financial resources for basic education in Marabá and how these resources are allocated for special education; d) To investigate whether financial resources based on the dual enrollment of students with disabilities have contributed to promote the inclusion of students with disabilities in the schools of Marabá. The theoretical approach was based on the studies of authors in the area of Special Education, educational policy and funding, as well as scientific research on financial resources in the context of school inclusion. We base the theoretical approach in the studies of authors from special education, educational policy and financing areas, as well as scientific research focused on financial resources aimed at school inclusion. We conduct the methodological procedure and empirical analysis from the dialectical historical materialism method and the documentary analysis. We used as data source the official documents at federal and municipal level, reports from the database of the Information System on Public Budgets in Education, interministerial ordinances published by the Education Development National Fund and others. We also use statistical data from the Brazilian Institute of Geography and Statistics, the School Census and others. To support the analysis, we performed the modeling of the data considering the number of enrollments, incomes, expenses, socioeconomic indicators and others. The research results showed that the human (de)formation has an impact on the concrete reality of people with disabilities, and the educational policy of school inclusion brings the possibility of combating invisibility through the expansion of the school enrollment of students with disabilities. However, the projects implemented by the Union to serve this public are directing responsibility to municipalities in a discontinuous way. Marabá receives investments from the Fund for the Development of Basic Education and Appreciation of the Teaching Profession (FUNDEB) through the redistribution of resources by the state fund, complemented by the Union. As a result, we demonstrated that the investments applied in the schooling process of students with disabilities are far below the education standard established in the Quality Cost per Student and sought by the Brazil’s National Education Plan and the Brazilian National Campaign for the Right to Education. These investments are below the value already estimated for the basis of revenue of the FUNDEB policy each year and few to implement school inclusion. Moreover, they do not support the full attendance of the specificities of students with disabilities; in addition to that, the public fund has been allocated to philanthropic institution.
Acesso aberto (Open Access)
A expansão dos cursos na modalidade à distância e a formação inicial de professores em matemática na UFPA: democratização com qualidade social?
(Universidade Federal do Pará, 2019-08-29) SILVA, Eliomar Nascimento da; RIBEIRO, Maria Edilene da Silva; http://lattes.cnpq.br/6279228695466400; https://orcid.org/0000-0001-8605-9406
This paper, entitled “The Expansion of Distance Education and the Initial Formation of Mathematics Teachers at UFPA: Democratization with Social Quality?” Was guided by the search to understand if, in the context of neoliberal politics, the expansion of the formation courses of distance learning teachers at UFPA expresses a democratization process with social quality. Thus, we had as general objective to investigate how democratization and social quality are related to the Distance Education modality, having the Degree in Mathematics Distance Education at UFPA as the focus of analysis. Specifically, the research aimed to: 1. Analyze the concept of DE in the expansion of higher education, amid the reform of the neoliberal state; 2. To investigate the conception of democratization and quality, amidst the legal framework, that the modality expressed in higher education, especially in teacher training courses; and 3. To identify if in UFPA, the Mathematics Degree Course presents characteristics of a democratization process with social quality. The proposed methodological option was designed for a case study with a qualitative approach. As data collection instruments, a documental and bibliographical analysis was performed as a way to deepen the knowledge about the researched object. From the theoretical foundations that guide this research and data analysis, we present as main results: a) distance education is in a broad process of growth in the country, both public and private, but more intensely in the latter, demonstrating that it would be more incisively serving the “mercantilist” interests advocated by the state apparatus reform policy and constituting itself as a strategy of advancement of the capitalist system that transforms the education of the social public good into a product for the commercial market; b) Through this mode of education, the government adjusts teacher education to the demands of the capital system and weakens the social and political dimension of individual education; c) Within the UFPA, it appears that, although timidly, there was also an expansion of supply in this modality, but against this expansion there was no guarantee of successful permanence until the conclusion of the teacher training course in Mathematics. ; d) The democratization of education with social quality, in the course of Mathematics in the distance education modality, at UFPA, is not yet a concrete reality and presents itself as a huge challenge, given the high dropout rate.
Acesso aberto (Open Access)
O financiamento da educação no contexto do plano nacional de educação (2014-2024): as disputas no Congresso Nacional
(Universidade Federal do Pará, 2019-02-27) TEIXEIRA, Jefferson Alves; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
This doctoral Thesis has as theme “the Brazilian education financing in the context of the National Education Plan – PNE (2014-2024)”, and aimed, centrally, analyze the disputes surrounding the proposals related to the financing and destination of the resources to the educational area when such plan processed in both houses that compose the national congress: Chamber of Deputies and Federal Senate. Equally, it was proposed to identify conceptions and education projects disputed through different social movements linked to education when PNE was under appreciation by the federal deputies and senators. Through documental analysis, in particular, the tachygraphy notes of the public hearings and the sessions of the special commissions of those two politics institutions, it was extracted and analyzed excerpts of the speech from individuals that represented various social movements and governments entities that have handled the financing issues and disputes that have happened between them. As a form to not summarized such analysis to the official documents available, it was conducted interviews with 4 individuals directly involved in the PNE stages (2014-2024), in the National Congress, being: 1 social activist organized in public education defense movement and researcher on education financing; 1 federal parliamentary, member of the education commission of the chamber of deputies; 1 researcher on National Plan of Education; 1 legislative technical of the National Congress and researcher on education financing and his speeches reporting such disputes were equally analyzed. For such analysis, in addition to literary productions, mainly about PNE and Education Financing, it was used the historical materialism, in particular, the theoretical construction of Antonio Gramsci, in which categories such as hegemony, State and Civil Society became essential and appears explicitly or implicitly along the work. It was found, while the result of this research, the continuing conflicts involving Federal Executive representants, parliamentarians and representants of Education organized movements, be it public or private – in at least three controversial propositions: One which addresses the obligation of a minimum percentage of the Gross Domestic Product to be invested in education; The destination of the funds coming from the oil royalties for investments in the country education; and, finally, one which refers to Student-Quality Cost (initial) – CAQ (i). Controversially, while it was secured to the PNE text important proposals historically advocated by the movements in defense of the public Education, such as the destination of 10% of the GDP to the education and the CAQ (i), as a minimum parameter to investment in the area; by contrast, it is explicit the access maintenance of the private education institutions to the public financial funds earmarked for Brazilian education.
Acesso aberto (Open Access)
Formação continuada de professores em educação ambiental: o curso de extensão em educação ambiental, escolas sustentáveis e com-vida no município de Capitão Poço-PA, processos e resultados
(Universidade Federal do Pará, 2018-03-08) MELO, Cilane da Silva; SILVA, Marilena Loureiro da; http://lattes.cnpq.br/7261982145077537
This dissertation addresses the continuing education of teachers in environmental education, since the relevance of the discussion on environmental issues is essential within the school environment. The perspective presented is that in view of the growing demand for knowledge in the environmental field, teachers are encouraged to improve their training, in this context distance education (EAD) can contribute positively to the continuing education of teachers. The general objective of the dissertation is to analyze the contribution of the Extension Course in Environmental Education, Sustainable Schools and Com-Vida for the ongoing training in environmental issues in the municipality of Capitão Poço-PA. To do so, the methodology used is characterized by semi-structured interviews with the graduates of the course, the research has a qualitative and quantitative approach with the collection of primary and secondary data from interviews and analysis of documents and bibliographic references. The results indicated that the extension course constituted an important initiative for the continuous training of teachers in the environmental theme, since it was the first training in the environmental area that many graduates of the course had. However, the analysis of the data points out that the practices that are developed in the schools of the municipality by the teachers are still linked to the conservative bias of environmental education in contrast with the critical propositions, evidencing themselves as occasional actions in certain commemorative dates. Therefore, implementing environmental education in school goes beyond teacher training, as it involves secondary issues such as teacher career instability, teacher turnover, structural-physical problems in the school environment. Teachers represent an important role as the materiality of environmental education in the school environment and through the Comissão de Meio Ambiente e Qualidade de Vida (Com-Vida) can contribute significantly to the changes in school space and promoting the transformation into spaces for sustainable educators.
Acesso aberto (Open Access)
A gestão superior da Universidade Federal do Pará no contexto do PDI
(Universidade Federal do Pará, 2018-12-18) AMARAL, Genilda Teixeira Pereira; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This work deals with the Management that the Institutional Development Plan (PDI) of the Federal University of Pará orients to the UFPA, resulting from a bibliographical research, whose purpose was to analyze how the UFPA management is configured and its relation with such Program is configured. In order to collect data, I used the document analysis method through which I investigated the official documents that provided important data for this research, which were collected in documents such as decrees, laws, educational reforms, resolutions, plans, projects and governmental guidelines , which made it possible to verify the theoretical and practical management issues, as well as the managerial management model and its relationship with the Neoliberal State and Higher Education reforms. From the analysis undertaken, I came to the conclusion that UFPA's university management is managerial and that the Institutional Development Plan is an instrument of this management model, as a result of strategic planning. In this perspective, I realized that the management implemented in UFPA is part of a project articulated to neoliberal policies, which determine the reduction of State expenditures with public measures for education, health and other social areas, provoking privatizations, harming the Institution's autonomy and demanding productivity, with reduced investments, which can lead to losses in the quality of teaching, research and extension.
Acesso aberto (Open Access)
A implantação do projeto de aceleração da aprendizagem “mundiar” como componente do “pacto pela educação do Pará”
(Universidade Federal do Pará, 2018-12-05) MESQUITA, Neli Moraes da Costa; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This is a Master's Dissertation on the "Implementation of the Learning Acceleration Project" in the State of Pará, whose general objective is to analyze how the implementation of the "Mundiar" Acceleration Project in the State of Pará took place and the objectives specific: to analyze the conception of education expressed in the documents that normalize and guide the "Mundiar" Project as a proposal of the government to solve the issue of evasion, abandonment and age / series distortion in Pará education and to identify how the Public-Private Partnership was carried out in the context of the "Mundiar" Project. Bibliographical and documentary research was used as a methodological procedure in various sources, social and educational indicators, reports, contracts, regulations available on websites, official State and International Organizations bodies. The theoretical-methodological basis used was based on the theoretical contribution, based on historical-dialectical materialism, thus making it possible to move towards the essence of the "Globalizing" Learning Acceleration Project and to understand the contradictions and conflicts beyond appearances. From the set of analyzes, it was certified that the Public-Private Partnership has been privileged by the Secretariats of Education through signatures of management contracts. Thus public education has become a new niche to Capital and under the privatist discourse tends to be that of total quality which is based on indices, standardizations, technicality, instrumental and large-scale assessments. Throughout the research, it was found that public education of social quality that can emancipate and liberate, which can guarantee local identity, citizenship and respect for the environment, was not taken into account when the Acceleration Project Learning - "Mundiar" in the State of Pará, because in fact, it is more a centralized and vertical educational Project that results in the regression of achievements and social rights when analyzed beyond the goal of achieving the goals. It is defended in this Dissertation that the conception of education expressed in the documents that guide the Project "World" is a reductionist conception, exclusive and committed only with the reach of the goal predicted by IDEB. Measuring the educational process is important, but the potential of public education can not be reduced to technical and economic standards, since it, in its social potential, is a space for transformation, of democratic debates and can not be reduced to a commodity like the Capital. It is concluded, therefore, that education workers and thousands of students have only to receive the "Worldview" Project from top to bottom as a closed package, as well as an "instructional" educational project that includes the student with the objective , only to fulfill such goals, but it excludes and reinforces social inequality when one thinks of an education beyond the underemployment market. The possibilities of social insertion at this moment are denied the field of remote possibilities.
Acesso aberto (Open Access)
As implicações do PSPN para a carreira e a remuneração do magistério da rede municipal de Barcarena-Pa
(Universidade Federal do Pará, 2017-06-29) SILVA, Afonso Rodrigues da; GUTIERRES, Dalva Valente Guimarães; http://lattes.cnpq.br/3309392796628506
The study deals with the Career and Remuneration of the professionals of the public teaching profession of the Municipality of Barcarena - Pará, with the objective of analyzing the implications of the National Professional Salary Floor (PSPN) for the Career and Remuneration policy adopted from the Career Plan, Career and Compensation of Basic Education Professionals (PCCR / 2010). In an attempt to approach historical and dialectical materialism as a way of approaching the object, we sought to analyze the career and remuneration of the teachers of Barcarena in an articulated way with the broader historical context analyzing the crisis scenario of capitalism and its connections with national and local policy. For the investigation process we used documentary study and interviews. The municipal laws that deal with career and teacher remuneration were analyzed as: Law nº 1.899 / 96 (Statute of the Magisterium) of October 16, 1996; Law no. 02/2010 (Career, Career and Compensation Plan of the Professionals of the Basic School Education of the Municipality of Barcarena - PCCR / 2010) of December 21, 2010 and related laws. It was verified that the policy of the PSPN brought changes to the career politics and of remuneration of the professionals of the local teaching. The PCCR / 2010 set a Municipal Floor 9.51% more than the PSPN, for the teacher with a high school level in teaching, in addition to considering the increase of 10% in the teacher's salary according to the levels of training. These advantages were gradually withdrawn until the Municipal Flat to the PSPN. In 2014 the PCCR / 2010 was suspended through ADI which has had disastrous consequences for teachers' compensation and lack of career prospects
Acesso aberto (Open Access)
Juventude, escola e pobreza: o caso do município de Abaetetuba, Pará
(Universidade Federal do Pará, 2018-02-23) GONÇALVES, Alessandra Sagica; SILVA, Marilena Loureiro da; http://lattes.cnpq.br/7261982145077537
This dissertation addresses the theme education and poverty. This dissertation departed the following question: the public school recognizes and incorporates the poverty dimension in the human formation of youth in high school? Features aimed to investigate if public school recognizes and incorporates the poverty dimension in the human formation of youth in high school. From the methodological point of view, we used the approach of qualitative research, case study, subsidized by the technique of semi-structured interview. In relation to the participants – 10 day school learners, educators, 10 1 school Director, 1 Deputy Director of school, pedagogical coordinators 2-analyses were configured by the technique of content analysis. The research data, collected in a public school, are analyzed in the perceptions of the school management team, educators and students to verify the possible implications in dealing with the issue of poverty in educational practices and curriculum teaching middle school. What requires first identifying the design of poverty understood by school, taking into account the following indicators: the existence or not of a thematic discussion at school, through the Political-pedagogic Project (PPP), school curriculum and practice educational.With respect to the hypothesis, the results showed that the component of the poverty and the experiences of poverty has not received due attention in the human formation of the high school youths, because there is still the school investigated the Organization of work teaching to recognize and incorporate poverty in the training of students.These results revealed that the school recognizes that poverty exists in society and realizes that many of his students are in experiences of poverty, because many students participating in the Family allowance program are accessing to school, but there's still the incorporation of poverty in the PPP, in the school curriculum and in some specific project to work the production of poverty, the negative views and moralizantes about the poor constantly spun by the media with educandas high school youths.The results indicate that the educational activities that take place in the action of educators to recognize and incorporate poverty albeit skewed are related to poverty as motivation for schooling, the recognition of the difficulties (basic skills), even when there is success in studies; Cartographic analysis on geography, photos and videos and the incorporation of narratives that bring the poor as protagonists.Portuguese Language disciplines, Art, History, Geography, Philosophy, Sociology, Biology, Physics, Chemistry and Mathematics, are not linked to issues that are part of the everyday life of these students, the local poverty and even more of the experiences of poverty of the learners in, is it compatible in terms of educational content.
Acesso aberto (Open Access)
Movimento estudantil (ME) na Universidade da Amazônia (UNAMA)/ser educacional S.A: do auge ao declínio
(Universidade Federal do Pará, 2019-07-11) SOUZA, Reinaldo Antônio do Amor Divino de; KATO, Fabíola Bouth Grello; http://lattes.cnpq.br/5914699246880638
This study aims to investigate the Student Movement of the University of Amazonia (UNAMA), represented by the Central Student Directory (DCE), the highest student body founded in 1996. Its actions are developed in a private university, acquired by Grupo Ser Educational in 2014, a publicly traded for-profit company. Even under these conditions, its praxis goes beyond student agendas, reaches the unitary content of the working class, and recognizes that conflicts in society stem from contradictions between social classes. The general objective of the study was to examine the repercussions of the UNAMA acquisition process on the performance of this student movement. This is a documentary research, descriptive critic, using semi-structured interviews with students participating in this entity from 2006 to 2018. It was found that this company, by its modus operandi, determined by shareholder interests, and through Governance Corporate, influenced the orientations that reflected in the decline of this student movement. Actions such as: elimination of “transfer” (appeal destined to the DCE by the Institution); creation of the Class Representatives Council (CRT); establishment of censorship, vigilance and the culture of fear; suppression of student representation in higher councils and collegiate bodies; figure of the professional rector; structural reconfiguration of the university's physical spaces, etc., acted together towards the organizational and structural decline of the DCE / UNAMA. We consider that commercial educational companies, capital market trading traders, such as the Ser Educacional Group, resort to multiple authoritarian and undemocratic measures in order to stifle any critical student organization that questions their financial actions. However, even with the difficulties of rebuilding DCE / UNAMA, we found that students can still develop their actions through the Academic Centers, a sign of resistance that is latent in that University.
Acesso aberto (Open Access)
Política de financiamento da Universidade do Estado do Pará no período de 1997-2015
(Universidade Federal do Pará, 2017-07-06) RIBEIRO, Giselle dos Santos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This paper aims to analyze the financing policy in the expansion of the State University of Pará from 1997 to 2015. It is based on the understanding that the expansion of UEPA is linked to changes in the legal and political structure of the Brazilian State, As a result of the reforms implemented by the government of Fernando Henrique Cardoso that began in 1995, which continued in the 13 years of the PT governments and that the state governments reproduced. These changes were in line with the external guidelines of the international organizations that had repercussions on higher education, after the promulgation of the Law of Guidelines and Bases of Education in 1996. In this context the research was carried out in order to answer the following questions: The financing policy in the expansion process of the State University of Pará from 1997 to 2015? In the set of Brazilian higher education as the state universities managed to expand, from the 1990s, in a political and economic context of crisis and state reforms? How was the creation movement of the State University of Pará constituted and its expansion process? What is the amount and the origin of the public resources destined to the financing of the University of the State of Pará? The research is based on the assumptions of Marxist theory, therefore, in the understanding that the transformations occurred in the current society, whether in economic, political, social and educational aspects, have as main reference the class struggle, the understanding of the State as a structure In the service of the dominant social class, and education as an ideological apparatus of the state, although it is a space of dispute. In the methodological procedures, we opted for the work with documentary data collected in the INEP, in official UEPA documents and in the State General Statements. The results indicate that, since its creation, UEPA has undergone a process of marked expansion, mainly in the number of courses and enrollments. This process has not been accompanied proportionally by an increase in the effective cadre of teachers and technical-administrative, indicating a possible intensification of the teaching work. In terms of funding, it is important to highlight that UEPA does not represent 2% of the state's net current revenue and its resources are essentially made up of Net Income from Taxes. The annual pass-through does not follow an increasing logic in percentage terms and in this same parameter, does not accompany the expansion process, indicating, thus, the absence of a financing policy coherent with the expansionary reality of UEPA. The university's resources are essentially allocated to personnel expenses, while year-on-year, despite the expansion of courses and enrollments, constant reductions are made in the transfer to real investments.
Acesso aberto (Open Access)
Políticas de remuneração de professores da educação básica em municípios do estado do Pará
(Universidade Federal do Pará, 2017-06-28) PINHEIRO, Raimundo Walber da Silva; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
This study deals with the Remuneration Policies of teachers of basic education in municipalities of the State of Pará. It was sought to answer the following questions: What remuneration policies are evident in the career plans? What are the career paths? What is the composition of the remuneration? The objective of the study is to: Unveil and analyze the remuneration policies underlying the Career and Compensation Plans that govern the teaching career in six municipalities of the State of Pará, aiming to discuss the career perspectives that are shaped by the remuneration through Aspects that indicate differences and / or similarities. And as specific objectives: a) to distinguish forms and criteria for granting the career movement in six municipalities of the State of Pará; B) to know the composition of the remuneration expressed in the teaching career plans developed in six municipalities of Pará and discuss what they represent in terms of career; C) identify the types of financial advantages added to the teacher’s salary observed in the career plans of six municipalities in the State of Pará. To carry out the research, a literature review was carried out on remuneration policies expressed in teaching career plans, as well as a documentary research, based on the documents that guide the teaching career in the municipalities: The plan of career positions and teacher remuneration. It was carried out the analysis of the movement in the career and composition of the remuneration evidenced in the career plans in six municipalities of the State of Pará: Belém, Parauapebas, Altamira, Santarém, Abaetetuba and Breves, being these municipalities chosen by virtue of having the largest Gross Domestic Product In their respective mesoregions, referring to the year 2014. The research allowed to conclude that the career movement constitutes the career definition itself, but some plans provide for mechanisms that make it difficult for the universal access of this right to teachers. Regarding the composition of the remuneration, the analysis of the data found that the pecuniary advantages are an indispensable element in the salary improvement of teachers, but still far from signifying that the career is valued by the municipal managers. Variations of nomenclature, concepts, time, percentages, etc. Allowed us to conclude that there is no remuneration policy for the teaching career, considering the legislative autonomy of the federated entities, each municipality elaborates and implements "remuneration policies" in order to improve the remuneration received by the teachers of their Respective education networks
Acesso aberto (Open Access)
O processo de implementação do plano de cargos, carreira e remuneração (PCCR) dos servidores do magistério no município de Ananindeua/PA (lei nº 2.355/2009)
(Universidade Federal do Pará, 2018-03-16) PEREIRA, Marilene da Silva Feijão; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
This dissertation analyzes the Plan of Positions, Career and Remuneration (PCCR) of the teachers of the municipality of Ananindeua, Pará (Law nº 2.355/2009) and aims to investigate the process of implementation of the PCCR (Law nº 2.355, of January 16, 2009) of the professionals of the public teaching of the municipality of Ananindeua/PA, regarding the changes in the law between what was approved in 2009 and what has been done by the municipality until the year 2016. In order to guide the investigative process, the issues were defined: there were legal changes since the implementation of PCCR (Law nº 2.355/2009) of the public teaching staff of the municipality of Ananindeua/PA, related to career and remuneration, from 2009 to 2016? In order to answer the question, the general objective of the investigation was to analyze the process of implementation of the PCCR of the public teaching staff of the municipality of Ananindeua in the period from 2009 to 2016, in order to evaluate possible effects for the career and salaries. In relation to the research methodology, dialectical historical materialism was adopted as methodological orientation, which allowed us to look at reality in a critical and dynamic way, making it possible to apprehend its contradictions. The collection of data to carry out the studies was done through the normative documents, namely: i) Minutes of the session that approved the Draft Law of PCCR/2009, ii) Message nº 62 sent to the Municipality of Ananindeua (CMA) requesting the approval of Law nº 2.355/2009, iii) Opinion of Commissions (Annexes B and C), Information Bulletins of the Public Education Workers' Union of Pará (SINTEPP - Subside Ananindeua/PA), newspapers of great circulation and searches on sites officers of the municipal government of Ananindeua/PA. In summary, the results of the survey reveal that PCCR/2009 presents gaps and omissions in the text of the law that were perceived in the course of its implementation, resulting in at least seven acts that changed/regulated some items of the PCCR/2009 by means of decrees, ordinances and resolutions, in order to ensure their implementation in part. It is concluded that to some extent the PCCR/2009 met in part the aspirations of the public teaching staff; although the career and the remuneration contemplates indicative elements of teacher appreciation, real gains are not yet perceived in the compensation package, since the fall between the basic salary observed in the salary table in 2009 was around 46% (forty six percent) for cargo 24 hours a week, that is, R$ 833,00 (eight hundred and thirty-three reais) and PSPN, R$ 950,00 (nine hundred and fifty reais) for 40 hours per week, however, in the course of the historical series, this percentage was reduced by 33.57% (thirty-one point seven percent).
Acesso aberto (Open Access)
Programa Ensino Médio Inovador (ProEMI): análise a partir do conceito de inovação e integração curricular
(Universidade Federal do Pará, 2018-02-28) CRUZ, Maria Simone Ribeiro da Silva; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523
The study in question brings in its content an analysis of the Innovative Higher Education Program (ProEMI) from the concept of innovation and curricular integration, proposing to answer the following research question: What is the nature and purposes of the Innovative Higher Education Program presented in their guidance documents, especially in relation to innovation and curricular integration? In this direction, we aim to analyze the nature, context and objectives of the Innovative Higher Education Program in the light of the concept of innovation and curricular integration. It is a documentary research, preceded by a bibliographical revision, based on the perspective of historical-dialectical materialism. In it, we mainly used the ProEMI guidance documents (2009, 2011, 2013, 2014, 2016, 2017), which allowed us to print a current and referended reflection on the object of study. The results of the research indicate that although ProEMI presents potentialities and weaknesses in the context of public educational policies, its theoretical and methodological structure brings important contributions to the construction of a high school curriculum that is based on curricular integration, according to the perspectives of young people. However, the study of the documents also indicates that the Program has adapted to the changes from the High School Reform, which could promote important changes in the objectives and objectives of the program for schools.
Acesso aberto (Open Access)
O projeto escola de tempo integral da rede estadual do Pará na perspectiva do financiamento
(Universidade Federal do Pará, 2017-06-29) SOARES, Nilene Fernandes; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
This dissertation analyzes "The Integral Time Project of the State Network of Pará in the Perspective of Financing" and presents as object of study the relationship between full-time education and the financing of public education through the Project School of Integral of the state network of education in Pará. This Project is presented as a response to the Society's aspirations for the right to quality education. In order to guide the study, the following question was defined as the central question of the research: to what extent does the Full-time School Project in progress of the state education network of Pará provide for increased revenues for State education and / or specific financial allocation For the implementation of the Project since its inception in 2012? In order to answer the question, the general objective of the study was to analyze the financing conditions of the School of Integral Project of the State Secretariat of Education of Pará-SEDUC-PA. For that, the theoretical-methodological foundation used was based on the theoretical contribution based on historical-dialectical materialism, allowing, like this, a critical view on the reality analyzed, in addition to seizing their contradictions. The main source of the study were the documents and, complementarily, information acquired by means of semistructured interview. The analysis developed left from two thematic axes, namely: i) the specific financing for full-time education of the state education network of Pará; and ii) public-private partnerships and integral education. In general lines, the results of the research showed that the relations and influences of the macroeconomic context of fiscal adjustment are determinant in the formulation of educational policies and the guidelines and proposals of financing policies for education in the local context materialized in projects that do not include specific resources Or even very small, they end up making it unfeasible to guarantee what it propose, this is the qualification of basic education. This fact clearly that the operationalization of the proposal opens to the public-private partnership. It is concluded, therefore, that the School Project of Integral Time of the state education network of Pará, bas it has been implemented, managed and financed, leads and reinforces, between consensuses and dissent, a conception of education not as a right, but as Service and service of capital.
Acesso aberto (Open Access)
O salário-educação como política de combate às desigualdades educacionais na educação pública de municípios do Estado do Pará
(Universidade Federal do Pará, 2019-02-21) MONTEIRO, Felipe Gomes; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
The study deals with the financing of education in the State of Pará, in particular, the salaryeducation social contribution and the resources derived from the Programs of the National Fund for the Development of Education (FNDE) to the set of municipalities of Pará, analyzes of the revenues and expenses of education in municipal education networks, from 2009 to 2016. Its objective is to analyze the possibilities of these sources of income to contribute to effectively combat the educational inequalities in the municipal education networks of the State of Pará, considering: percentage of the participation of these revenues in the expenses of education and the reduction in the difference of the values of the expenditure-student / year. The object of this study was its development within the milestones that characterize Quantitative-Qualitative research that, according to Creswell (2010), is defined from the positive points of the quantitative and the qualitative that, depending on the needs of apprehension of the object , now articulate quantitative strategies (statistics) and sometimes qualitative (subjective) strategies. The study was carried out from consultations with documents, laws and decrees that alter the Salary-Education, such as: Constitutional Amendment nº14 of 1996; Law 9.424 / 1996, which regulated FUNDEF; Constitutional Amendment No. 53, of December 19, 2006, which created FUNDEB; and Law 11494/2007. The main data of this study were extracted from the Information System on Public Budgets in Education (SIOPE) of the National Fund for the Development of Education FNDE and consist of: education revenues and expenses from 2006 to 2016; revenues of the FNDE; salary-education revenues. This information was organized by municipalities, according to population groups and the Human Development Index (HDI). The financing scenario for the education of municipal networks, drawn from these indicators, made it clear that the percentage representation of resources passed on from Education Salaries and Programs (except for complementing the Union to Fundeb) by FNDE is not very significant, but significant level of poverty, especially in municipalities in education budgets are low - usually small ones. The volume of resources passed through the FNDE grew in higher proportions in these municipalities, although the magnitude of the resources passed to the large municipalities is much larger, due to the adopted criterion that is the number of enrollments. Regarding the distribution of resources according to the HDI, it was found that the municipalities with the lowest indexes were not those that received the largest volume of resources of the FNDE, but municipalities with high HDI, such as Belém, Ananindeua, Santarém, Parauapebas and Marabá - the most populous and the holders of the largest budgets. However, it was possible to verify the reduction in the difference between the highest and lowest student-expenditure-averages, which resulted both from the increase in education expenditures of municipalities with low HDI and the reduction of municipalities with high HDI. This time, it was concluded that in the period from 2009 to 2016 there were advances in terms of reducing the inequalities in student spending / year among the municipal education networks of Pará, however, the efforts undertaken have not been enough to combat them effective way. For this, it is fundamental that the Union, which holds the largest contribution of the Federation's resources, should increase its contribution and distribute it on the basis of more effective criteria to reduce economic, social and educational inequalities.
Acesso aberto (Open Access)
Sindicalismo docente: a participação sindical dos professores da rede municipal de Castanhal-PA no SINTEPP
(Universidade Federal do Pará, 2019-02-28) OLIVEIRA, Victor Fernando Ramos de; RIBEIRO, Maria Edilene da Silva; http://lattes.cnpq.br/6279228695466400
The objective of this study is investigating the participation of te teachers of the municipal network of Castanhal-PA in the actions of the SINTEPP, how they identify themselves as social class and the positioning of the direction, amid the reflux in the teaching movement. In view of the structural crisis of capital that has promoted various changes in the world of labor that deepens the exploitation of labor and erodes the organization of workers, we experience, according to experts, a crisis of trade unionism. In this universe, SINTEPP-Castanhal presents a 43% enrollment rate among the Castanhal-RMC Municipal Teachers, which is higher than the national unionization rate for all workers, which is 12%. In this sense, the following question emerges: amid the context of reflux in the teaching movement, how has the participation of teachers in the union, their social class identity and the positioning of management in SINTEPP-Castanhal been manifest? In the search to configure this totality that permeates the union participation of these teachers, it was made analysis of documents, application of questionnaires and interviews. At the end of this research, we identify that among affiliates and non-affiliates who participate in union activities are motivated by instrumental, ideological and solidarity issues, but also identify some limits of this participation, such as: corporatism, outsourcing of struggle, indifference, as well as the intensification of the teaching work itself; on the other hand, the union/direction has managed to focus on the category, but at the moment it also presents challenges to strengthen the participation of the base, due to limitations in communication and union formation, among others. Thus, this research points out that the strengthening workers' participation is essential for unions to step out of the defensive posture and articulate offensive actions of real struggles that converge with the emancipation of the working class.
Acesso aberto (Open Access)
Subsunção do público ao privado na educação paraense
(Universidade Federal do Pará, 2017-12-15) COSTA, Cassio Vale da; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The present study is a Master's dissertation which objective is to analyze how occurs the subsumption of the public sector to the private sector in education through public-private partnerships in the State of Pará, and also to reveal, by documents analyzes , what the State of Pará idealizes as improvement for the education by firming partnerships and what its implications in the school manager work, focusing the analyzes on the relationship between Municipal Government of Pará and the Ayrton Senna Institute (IAS), which represents the so-called Third Sector and the partnerships resulting from the "Education Pact of Pará" which are established between public schools and private companies that also have representatives of the Third Sector. The study was grounded in the historical-dialectical materialism, and a bibliographic and documentary study was conducted with the purpose of knowing and better defining the object, subsumption is understood as a Marxist category, that is inserted in capitalist society and can be observed through relations of implicit or explicit power and is manifested in other daily situations such as partnerships with subjection, subordination of the public sector to the orientations of the private sector. From the set of considerations, it can be concluded that in the two analyzed examples, the public sector had to adjust to the private sector impositions, according to it, the schools that received the actions resulting from these agreements were not heard to know what their main difficulties and if they want participate in the programs they should to comply with what had been defined in higher instances demonstrating a vertical relationship, where the school manager, after signing the agreement or the Pact, had to fit in a determinate profile if he wanted to perform his function, and in the particular case of the IAS, the manager was minimized to a mechanical work of completing worksheets and charging execution of the actions pre-defined by the Institute in the school under his responsibility, functioning as well as a private sector agent with direct responsibility for the school achievements. It is argued in this Dissertation that public-private partnerships can be implemented as long as they represent a desire of the public schools that will receive the programs provided by private companies. In addition, it is understood that the school manager plays an important role as decision-making of the collective, and in the organization of the pedagogical work, although it is not the central figure of the school and thus can not be blamed for the results of the school indexes, which have become the only indicative of quality in education in the State of Pará.

Navegar

Navegando Dissertações em Educação (Mestrado) - PPGED/ICED por Linha de Pesquisa "POLÍTICAS PÚBLICAS EDUCACIONAIS"