Teses em Educação (Doutorado) - PPGED/ICED

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

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

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Alternância pedagógica na formação do educador: contribuições da licenciatura em educação do campo a partir da Unifesspa
(Universidade Federal do Pará, 2019-03-01) FARIAS, Maria Celeste Gomes de; HAGE, Salomao Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The thesis aimed to identify and analyze the contributions of the Pedagogical Alternation developed in the Course of Licenciatura in Education of the Field, at the Federal University of the South and Southeast of Pará - UNIFESSPA, for training of the educators, regarding the principles of the education of the field. The research was based on assumptions of a qualitative nature, having as instruments of data collection the documentary analysis; participant research; semi-structured interviews. For the data collection fifteen students were interviewed; seven LPEC trainers and two representatives of the Social Movement - MST. The organization and analysis of the data is structured in four Axes I-Pedagogical Alternation in the formation of the educator: contributions that Focus on the dynamics of the Schools, Communities of the field and University; Axis II - Pedagogical Alternation: training, work and land in the training practices of the field educator; Axis III- Pedagogical Alternation Contributions to a Human Formation, Field Educator's Policy; Axis IV - Pedagogical alternation in the formation of the educator and the Production of Knowledge based on the practices of educational research. The structure of the thesis is organized in four chapters. In the first one we present the hegemonic conceptions of formation and the counter hegemonic from the perspective of the Field Education Movement and the development of the Degree in Field Education in Brazil. In the second chapter we expose the theoretical principles of methodological of the Pedagogy of Alternation and the Pedagogical Alternation in the formation of the educator of the field. In the third chapter we present the historical social context of the Region of Southeast of Pará where it is located of UNIFESSPA we present the organization of the Pedagogical Alternation in the Course LPEC. In the fourth chapter we analyze the data structured in the four Thematic Axes from the view of the subjects of the formative process highlighting the contributions of the Pedagogical Alternation in the formation of the educator of the field. The results of the research led us to identify several contributions of the alternation. The contributions point to the materiality of the principles of Field Education as educational practices that affect the reality of schools and communities that value culture, knowledge and knowledge of the people; the alternation contributes to a formation has as formative matrix the relation with the land and the work of the subjects of the field; the contribution of alternance points to a human and political formation of the educator, as well as alternation contributes to the production of knowledge socially committed to the working class of the field.
Acesso aberto (Open Access)
Criança, cinema e educação: os discursos sobre a infância em produções cinematográficas brasileiras
(Universidade Federal do Pará, 2017-10-28) SÔNIA , Maria Fernandes dos Santos; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This study aims to analyze discourses about childhood and the child’s protagonists in the movies Menino de Engenho (Brazil, 1966, Walter Lima Jr.), O Meu pé de Laranja Lima (Brazil, 1970, Aurélio Teixeira) and, Capitães da Areia (Brazil, 2011, Célia Amado), in whose center of the problem lies in the fact of how the childhood and the child’s cultural practices has been presented in these films productions e the relations stablish with conceptions instituted in society. The movies are a cultural system, once that’s possible, by the multiple voices caught in the film, the interaction between individual consciences, for having ideological form and content that is processed from specific fields and in multiple discourses, to be observed, within the process of communication, as signs. Further than that, it demarcates its field as a rich and propitious source for the historian and other researches, because it’s capable not only of telling a story, but of problematizing reality, which ensures its merit as a childhood’s research field. Thus, the following specific objectives were defined for this study: 1) to unveil the present and/or absents discourses that can point the possible senses and the meaning of childhood (re)produced in the selected films; 2) to problematize about the conceptions of childhood present in our society and that are re-treated in the investigated films; 3) to reflect about the aspects related to education and the ways of being a child present in the films studied. In order to do so, this study follows the descriptive and analytical study’s lines, with a qualitative approach, using bibliographical and documentary research, with dialogues anchored in the Bakhtin studies and authors from the childhood and history’s fields in a sociological, historical and cultural perspective. Our analyses were guided, from three areas: Conceptions of childhood, Cultures for children and Education. From these, it was possible to perceive the strong influence of conceptions, social practices and educational aspects that accompany the historical trajectory of childhood, and the diverse forms that reproduce in social practices and relations. The results also pointed that studying the childhood through film encourages us to be “others”, once it allows us to become new men, since the conception of time is connect to the man’s conception, and that although all artistic creation is impregnated with fictionality, it does not cease to dialogue with the reality traced in us, capable of projecting us to other already existing realities and others that are yet to come.
Acesso aberto (Open Access)
Cultura material escolar e as representações de educação no sistema radiofônico para os caboclos "ingênuos" na Prelazia do Guamá (1957-1980)
(Universidade Federal do Pará, 2019-04-05) MACIEL, Rogerio Andrade; FRANÇA, Maria do Perpétuo Socorro Gomes de Souza Avelino de; http://lattes.cnpq.br/7005058905002975; CASTRO, Cesar Augusto; http://lattes.cnpq.br/2060977814636465
The present study, associated to the line research “Education, Culture and Society” had as its research frame the culture school material and the representations of education in the radio system for the “naive” men in the Prelature of Guamá (1957-1980). The specifics objectives are: to reconstruct the History of radio transmission and established relation with the radio educational system in Brazil; to map the communication objects and schools objects used in the Radio Educative System in Bragança and its radio’s schools, while, elements of cultural school material in this system of education and to point out how the production, circulation, use and appropriation of this objects built the sense of Educommunication and the senses of auditive reception within this System and Radio School SERB. The methodological approach consists in the New Cultural History which stablishes itself as theoretical and methodological field of the representations about the objects of communication and school. In the documentary research at Centro de documentação professor Casemiro dos Reis Filho (CEDIC/ PUC/ SP), we indetify the legal provisions for guidance about the Base Education Movimente and the role of school subjects. In the books Tombo da Cúria from the Diocese of Bragança: The papers, reports, minutes, manuscripts on the understanding of norms, purpose, productions, circulations, appropriation of the objects and the representations in the education. The pictures in the Cúria and in the Memorial of D.Eliseu allowed the analysis of school culture and ratings of school supplies at the heart of this institution. The documents were analyzed by the inseparable elements of the representations embodied in Chartier (1990): The object in its Materiality (shape, frequency, structure and device); the History of the Practices in its Difereces and the History of the Divices Configurations in its Historical Variations with the questioning of reality in Freire (1987) that made possible the creation of the web representation on the objects and operational analysis of the communication objects and school in the Radio Educational System of Bragança (RESB) and its radio schools in the Prelature of Guamá. We noted that the prodution of the school material culture in RESB is made by the RESB Central Committee, where the relations of school’s spaces and the Rádio Educadora the two houses of the Transmitters, the Central Office and the Training Center of Leaders produced the categories of classifications of communication and school objects - the Microphone; the Recorder; the Magnetic Tape; the antennas of transmitters and the Transmitters, constituting the meanings of Educommunication. In the radio schools Prelature of Guama, school spaces, assigned by local schools tate and built huts of straw, was the categories of ratings cultural objects between their school subjects within the classroom: writing objects (chalk and pencil with rubber); writing objects (blackboard, poster, notebooks and sheets of paper without a pattern); furniture objects (rough wooden tables and rectangular wooden benches); reading objects (short texts and reports); lighting fixtures (pressure lamps and aladdins lamps); the clothing of women and men (clothes made of artisan calico and cotton); the objects of protection of the radio schools (Inajás and Babassu straws); support objects for radio installation (antennas, nuts and copper wires); and the object of communication and teaching (titled as captive receiver of Philips - educational radio). These were constituents of the senses of the auditory reception and have their specificities in the said spaces. We conclude that the radio Education System of Bragança was implemented by the Prelature of priests of Guama in order to alfabetize and educate young people and adults by evangelizing representation by Philosophical Doctrine of Barnabites under the Human and Social Promotion. However, this representation is restricted by the criticalemancipatory representation, from 1962 to 1969, when the school subjects of the Basic Education Movement begin to coordinate this system of education and, in this way, are created several subversive strategies and tactics to perpetuate a representation of this type of education to the men of the prelacy of Guamá, before and during the context of the military dictatorship 12 in Paraense Amazon. n this sense, the school material culture in radio Bragança Educational System and the meanings of educational communication and auditory reception are interdependent and have the same purpose: literacy and schooling men of the Amazon from the communication and school objects.
Acesso aberto (Open Access)
Educação do campo no Amazonas: história e diálogos com as territorialidades das águas, das terras e das florestas
(Universidade Federal do Pará, 2017-12-18) VASCONCELOS, Maria Eliane de Oliveira; HAGE, Salomao Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The construction of the Field Education History has roots in the social movements of struggle for the land, that is articulated to the struggles for the water and forests. The education of rural people was marked by assistancialism and by the denial of cultural, social and environmental diversity, while historically, strategies of resistance were built to face this reality of exclusion. In the 1980s, 1990s and the beginning of the 21st century there were articulations of different social movements and popular organizations in the struggles for education. As a result, legislation was approved to include Field Education in the agenda of Brazilian public policy. However, the effectiveness of this policy depends on the mobilization of the collective subjects of the field in each state or municipality. This study analyzed the construction of the Field Education History in the Amazon from the experiences of participation of collective subjects of the field in dialogue with the socio-cultural diversity of the rural peoples and from the territorialities of territories of water, lands and forests, in the period of 1980 to 2015. The investigative path based on a dialogical perspective and historical perspective, with the use of oral sources, through thematic oral history methodology and documentary sources, which were collected from February to October 2016, and in May 2017. We used data triangulation, which allowed the analysis of these through the dialogue between oral sources, documentary sources and the theoretical perspective. The construction of the Field Education History in the Amazon is articulated with the trajectory of social movements and popular organizations of the 1980s and 1990s, such as the MEB/AM, the Ribeirinho do Amazonas Movement, GRANAV and NEPE/UFAM, which acted in the area of popular education and problematized the reality of the education of the rural people and the questions concerning the territories of water, lands and forests; problems that are also highlighted by other collective subjects of the beginning of the 21st century. Influenced by the historical context of extensive mobilizations and debates around the Field Education at the national level, different collective subjects from Amazonas such as: INCRA/PRONERA/AM, UFAM, UEA, IFAM, CPT/AM, FETAGRI/AM, Boa Vista do Ramos and SEMED/Manaus, mobilize for the Field Education in Amazonas, demonstrating that this Education is under construction, in debate, in movement. And as a result of this construction, we defend the thesis that the History of Field Education in the Amazon dialogues with the territorialities of water, lands and forests, and with the diversity of the world of work, articulated to the protagonism of collective subjects of the field that has been deepening the debate on Field Education in the Amazon.
Acesso aberto (Open Access)
“A educação para ser boa deve ser religiosa”: romanização e civilização no projeto educativo do Bispo Dom Antônio de Macedo Costa para a Amazônia (1861 - 1890)
(Universidade Federal do Pará, 2019-02-22) COSTA, Benedito Gonçalves; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The research object from this thesis is the project of education of the bishop D. Antônio Macedo Costa, who acted in Pará in the period of transition from the Imperial Brazil to the Republica. The main goal of these studies is to analyze, having as a basis the historical and intellectual culture, contented in this referred project of education. The problem which guided our investigation, can be summarized in a simple question: which project of education had the bishop D. Antônio Macedo Costa to modernize the Amazon Region? Theorically it is a thesis based in the historical field, registered in the command of the history of Education as well. Metohodogically we worked with a great variety of sources which includes: texts or the own bishop, tests from newspapers, reporters of the presisents from Pará and Amazônia provinces, iconographies between others. I has been developed, basically into five great main points: 1) Bishop's biography; 2) Bishp's positioning up against to social and historical condition in the Amazon Region; 3) the political and ideologic fights which bishop had against social groups to defend his project of education; 4) Theiritical basis in the bishop's project of education; 5) The actions he made and the institutions he created in the scope of education. the results confirm the initial hypothesis that bishop though and developed a project of education for tha Amazon Region in the XIX century, founded over catholic romanized reform processing in the briest of the catholic church since the Trent Council, instituted by Pope Pio IX. But it also demonstrates that such that this project tok part of a political strategy wider from bishop of keeping under catholic church control, bodies and minds to the Amazon residents. For that, it has been necessary to see again his strategy and to associate the basis of Jesuit Pedagogy, which had as a basis the Romanic Pedagogy. In ainterlate builtfrom a solid religious formation and to the confrontation to a reality which scaped at his hands, mobilized by the ideas of modern pedagogy. The bishop D. Antônio Macedo Costa"s attitude marked the history of education in the north of Brazil.
Acesso aberto (Open Access)
O entre-lugar e o não lugar da docência: representações sociais de professores de dança
(Universidade Federal do Pará, 2014-06-25) ANJOS, Francisco Valdinei dos Santos; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis is the result of a survey that aimed to analyze how the social representations are graduates of Bachelor of Dance UFPa about your teacher education and the implications of these representations for teaching dance in Basic Education. To do so, drew on three theoretical fields, namely, Lecturer, Dance and Dance Education and Training Theory of Social Representations. The first course was based on Jose Contreras, Bernadette Gatti, Henry Giroux and Anthony Nóvoa. The second theoretical framework is based on Ana Mae Barbosa, Isabel Marques, Marcia Strazzacappa. The third theoretical field was sustained primarily by Serge Moscovici and Denise Jodelet. This is a qualitative study from the perspective of Robert Bogdan and Sari Biklen, an exploratory / explanatory based on Joaquim Antonio Severino, who adopted the techniques of production data history of life, from Belmira Oliveira Bueno Quiz by definition Antonio Chizzotti and Free Word Association held in Denize Cristina Oliveira. Data analysis was based on technical analysis of categorical content perspective Lauren Bardin and Mary Laura Franco. The results of the research guided by specific objectives present in the thesis show that in relation to socio-demographic profile of teachers surveyed is possible to say that it is a group of professionals, mostly women, who comes from a path built in the artistic field prior to attending the Bachelor of Dance UFPa. Are teachers that were forged in the intersection between art, teaching and research, and that even at the time of data collection were mostly outside the classrooms of Basic Education. Regarding the senses dance for teachers was possible to identify four lines of composition: Dance as an empirical and theoretical definition; Dance like fun for the family and the school; Dance and Dance as Social Inclusion Profession that adds elements of Art, Teaching and Research. Regarding the objectivations anchors and three figurative and production of images and meanings in relation to Teacher Training was identified brands. Training as personal identification, configured from the insertion in the field of dance that has, in general, in infancy; training and accreditation, recognition and employability; training as a relationship between theory and practice from the experiences in the course within the university and within the schools in which they trained. Finally, as regards the dance at school and in public policy was not possible to identify the place of dance and its teaching as well as the implications for the training of basic education students, highlighting the lack of artistic knowledge and denial of its role in human development process. From these results it supports the thesis that social representations of teachers are in-between generated from the encounter between art teaching and research, enveloped by the experiences built before, during and after the undergraduate course, crossed by various social contexts that further reinforce the teaching of dance as a secondary necessity in human life. As implications of these representations are glimpsed the shock of no place of dance in Basic Education in the media that these professionals may be perceived as a field of forces in construction and capable of producing counter discourses in relation to dance education in basic education.
Acesso aberto (Open Access)
A epistemologia da educação museal na Amazônia paraense: um estudo sobre o programa o Museu Goeldi de portas abertas
(Universidade Federal do Pará, 2019-06-03) QUADROS, Helena do Socorro Alves; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056; https://orcid.org/0000-0002-4528-9907
The Doctoral Thesis The Epistemology of Museum Education in the Paraense Amazon: a study about the Goeldi Museum of Open Doors is part of the Education, Culture and Society research line of the Postgraduate Program in Education - PPGED, of the Institute of Educational Sciences - ICED of the Federal University of Pará - UFPA. The object of study is the Institutional Program The Goeldi Museum of Open Doors, managed by the Education Service of the Goeldi Museum, which has historically constituted a link between the Scientific Community and the Society. The problematic of this thesis comes from the following question: to what extent the Institutional Program The Goeldi Museum of Open Doors provides a pedagogical environment for the socialization of scientific knowledge through several formal science ventures (scientific areas) developed in MPEG to contribute for the construction of the epistemological field of Museum Education? The general objective of the Thesis is to analyze, to make explicit, the questions related to the scientific culture that go through the Goeldi Museum Open Doors program, in the sense of the composition of the field of the Epistemology of Museological Education. The path followed by the research is based on the qualitative approach of Education, with data collection procedures based on the references of bibliographic research, documentary research and field survey. The investigation took place in two phases: in the first one, questionnaires were applied in 2016 and the people surveyed were the mediators of the Program: researchers, technologists, educators and trainees of the Goeldi Museum; the professors and students of the public and private networks of the city of Belém and advisors of the Memory Point Program of the neighborhood Terra Firme. In the second phase, semi-structured interviews were conducted with three selected subjects, due to their actions in the Program: a researcher from the Goeldi Museum; a representative of the monitors/mediators; a representative of the neighborhood community of Terra Firme. The text was distributed in five chapters, addressing the main themes of the object of study. The analysis of the results obtained in this research confirms the thesis that the Goeldi Museum of Open Doors effectively contributes to the composition of the Epistemological Field of Museological Education in the Paraense Amazon.
Acesso aberto (Open Access)
Escravos, selvagens e loucos: estudos sobre figuras da animalidade no pensamento de Nietzsche e Foucault
(Universidade Federal do Pará, 2018-02-27) OLIVEIRA, Flavio Valentim de; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
This study is a contribution to the line of research in epistemology, especially the educational episteme that dialogues with philosophical theories. Its general objective is to understand the problem of education (as a civilization project) Its specific purpose is to investigate three figures of animality in the philosophies of Nietzsche‟s and Foucault‟s, namely, the slave, the savage and the madman. For this purpose we follow the historical-philosophical method that seeks to reconstitute the sources For this purpose we follow the historical-philosophical method that seeks to reconstitute the sources of readings of both philosophers and their resonances in the current debate. In the first place, we interpret the posthumous text of the young Nietzsche titled The Greek State and some passages From the Government of the Living and The knowledge of Oedipus of of how liberal democracy concealed the slave life and how the of how the Greek aleturgie ends in the memory of slaves: ritual of truth which indicates the violent relationship between knowledge, power and tragic animality.Secondly, we analyze the figure of the savage by approaching some passages of Human, Too Human I with some ethnological findings of John Lubbock in his classic work Origins of the Civilization and the primitive condition of the man and later the figure of the cynical philosopher as savage, set forth in The Courage of Truth for, respectively, to approach the moralization of the wild soul by modern asceticism and the relation between cynical asceticism and animality. Still in this second part of the research, we analyze the phenomenon of cornarism and aphrodisia: categories that are covered in Twilight of the Idols and History of Sexuality II: the use of pleasures and that deal with the problematic relationship between appetite and pleasure, between vice and animality. Finally, the third part analyzes the figure of the madman and his status of animality, now as a figure of political domestication in collective deliriums, called by Nietzsche in addition to good and evil as a herd animal, now as an experiment of freedom pathologized in the image of the docile and productive animal exposed in History of madness. In the three investigative steps of this study we arrive at the fundamental nucleus of the thesis that is to make explicit the category of animality as a phenomenon closely linked to the problems between slave life and democratic life, between moral nature and shameful pleasures, between delusions of power and bestiality of the madman, sometimes as a deviant animal, sometimes as an experiment of animality in biopolitics.
Acesso aberto (Open Access)
Formação de professores de dança: um estudo da etnocenologia a partir das narrativas dos egressos da Licenciatura em Dança do PARFOR/ETDUFPA
(Universidade Federal do Pará, 2018-12-19) PEREIRA, Ricardo Augusto Gomes; PAIXÃO, Carlos Jorge
This thesis studies the training of the teacher of Dance, which constitutes the object of analysis from the categories "popular culture" and "Ethnoscenology", in the context of the Basic Education Teacher Training Program (Programa de Formação de Professores da Educação Básica – PARFOR), conducted by the School of Theater and Dance of the Federal University of Pará (Escola de Teatro e Dança da Universidad Federal do Pará – ETDUFPA), in the course of Graduation in Dance, between 2011 and 2018. Problematizes the said themes in the conduction of the course, whose graduates are the subjects of the research. It aims to analyze the evidences of popular culture and Ethnoscenology in the narratives of the graduates of the course of Graduation in Dance. To achieve this, it attaches itself to ethnomethodology and narrative analysis, which was made possible through conversations to identify what goes through the lines and the meanings that the subjects attribute to the teacher training, popular culture and Ethnoscenology. The results show that the training of the Dance teacher in PARFOR has improved 81 teachers in five municipalities (Castanhal, Capanema, Santarém, Marabá, Mãe do Rio), and that the reflexes of this training began to take effect, since, despite not having the objective conditions for the teaching of Arts in the language of Dance, the process experienced during the course influenced the work of the teachers, which has in Ethnoscenology an important entity, since it is associated with popular culture in school activities through work with the body and with the movement in the artistic and pedagogical perspective. Through the narratives of the former students of the Graduation in Dance, concludes that the formation of the dance teacher has evidenced Ethnoscenology and popular culture through the work of the graduates in the schools; however, this is not theoretically reflected in the speech of these subjects. Regarding the use of the narratives, it considers that they were revealing in terms of the pedagogical work that these professionals have been carrying out in the schools in the interior of Pará.
Acesso aberto (Open Access)
Uma ideia de educação em Benedito Nunes: humanismo, autodidatismo e universalismo cultural
(Universidade Federal do Pará, 2018-02-28) BELO, Geovane Silva; ARAUJO, Sonia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This thesis text analyzes the idea of Education in the context of Benedito Nunes' thinking, based on his itinerary and his speeches, especially on education. In this analysis, they relate to their intellectual trajectory, their engagement, the formation and the discursive positions, highlighting in the latter the interdiscourses. The theoretical-methodological basis used was based on Intellectual History and Discourse Analysis, according to Maingueneau, Foucault and Bakhtin. The corpus for analysis was composed of 7 (seven) texts by Benedito Nunes, namely: Discourse on the fifth anniversary of the Faculty of Philosophy, Sciences and Letters (1960); A concept of culture (1973); The hope in Education (s / d); Almost a lesson plan (1998); University and Regionalism (1999); University and Brazilian Identity (2007); Thank you for receiving the title of Doctor Honoris Causa by the University of the Amazon (2009). Other product texts of Benedito Nunes were also chosen, potentially interdiscursive, capable of giving more depth to his idea of education. The objective of this work is to "understand the idea of education in Benedito Nunes, based on Discourse Analysis, with reference to the intellectual trajectory of the teacher-thinker and discursive practices produced by him, especially linked to the field of education." The research questions are: 1. What understanding does a philosopher, teacher-thinker, of Benedito Nunes' 'wingspan' have of education? 2. How can this understanding contribute to a deeper conception of the idea of education, especially of the university? The results demonstrate that Professor Benedito Nunes builds an idea of education in which the transmission of culture and knowledge base the teaching activity, for him education consists of practices that should not be restricted to technicalism and utilitarianism. The thinker writes essays, in which he emphasizes the university view from the emphasis on the humanities as capable of forming a "university spirit" in which a broad humanism enables an ethical and universal formation. Teaching-learning is also driven by intersubjective relations with the generations, with the local intelligentsia, and becomes the statute of self-taught knowledge construction. The discursive practices of Benedito Nunes reveal an ethos, an image of himself, so the idea of education is close to the notion of general, literate culture, in which the regional is universalized. The trajectory of the teacher-thinker Benedito Nunes presents this meaning as philosophical studies, the production of essays, the interpretation of the culture and the artistic appreciation, in discursive places and in the academic activities, indicate a formation and a privileged positioning. Philosophical life and teaching practice fit together. In the end, the thesis defended is that Benedito Nunes's humanism occupies the centrality of his idea of education, which depends on an essentialist view of culture, even though it is sometimes crossed by a historical-critical perspective. The university is the place of transmission of culture, based on the lofty idea of universal knowledge.
Acesso aberto (Open Access)
Infância pobre e educação no juízo de órfão do Pará (1870-1910): acolher, proteger, cuidar e educar “os filhos do estado”
(Universidade Federal do Pará, 2019-06-27) SABINO, Elianne Barreto; ALVES, Laura Maria da Silva Araújo; http://lattes.cnpq.br/6009592378453661
Acesso aberto (Open Access)
Juventude, escolarização e projeto de vida: representações sociais dos jovens de Bragança/Amazônia Paraense
(Universidade Federal do Pará, 2018-02-28) FARIAS, Degiane da Silva; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis is the result of a study on Youth and Schooling and had as the main goal to analyze the High Public School young people’s Social Representations from the city of Bragança-(PA) on their schooling and the implications in their life projects. This study was supported by the Theory of Social Representations (SRT) developed by the Romanian Serge Moscovici (1978) and consolidated by Denise Jodeled (2001), Nascimento (2002) and Celso Sá (2003), amongst others. The discussion on Youth, Schooling and Life Project was based on Nascimento (2014), Spósito and Carrano (2003), Dayrell (2016), Abramovay, Castro and Waiselfisz (2015). Based on the theoretical reference of the TRS, from the perspective of the procedural approach, the logic of the dimensions that make up the thematic network of this work was synthesized based on the following questions: Who says and from where it is said? What is said and with what effect? Four thematic analyzes were constructed from the images and meanings expressed in the subjects' speeches: the importance of the school; Difficulties faced by young people either to be or to remain in school; The school desired by the young; Plans for the future (Life projects). It is a qualitative study from the perspective of Ludke and André (1986), as the informative exploratory type in Leopardi (2002) and Lakatos and Markoni (2011). Three data collection techniques were used for the development of this research: the questionnaire, the focus group and the Free Word Association based on Gil (1999), Gondim (2003) and Nóbrega and Coutinho (2003). The subjects of the survey were 95 young people from the 3rd year of high school. The questionnaire and free association of words were applied to all young participants in the research, and the focus group was carried out with a group of 13 young people defined by application. Based on the goals of the research, the results pointed out that it is a group of subjects marked by characteristics of attachment to the world of work, to the condition of father, mother, riverine person, fisherman, digital native, therefore plural and heterogeneous subjects. These youngsters give the school needful purposes and meanings for the construction of their life projects insofar as it assumes it as a place from which their projections gain possibilities of concretization.
Acesso aberto (Open Access)
O mobiliário escolar na instrução pública primária do Pará na primeira república: entre as “vitrines do progresso” e o “estado de ruínas”
(Universidade Federal do Pará, 2019-04-12) SOUSA, Marlucy do Socorro Aragão de; CASTRO, César Augusto; http://lattes.cnpq.br/2060977814636465
The Republican educational emancipation project has awakened the need to embellish and equip educational institutions with the most modern and innovative teaching objects, since the state of Pará presented a moment that makes a dialectic of modernity with politics and economy, passing through the education projects materialized by the modernist triumph, symbolized by the so-called Belle Époque. The present study had as an investigative focus the materiality of primary education in Pará between 1889 and 1930, more specifically school furniture. The objective was to understand the cultural practices and representations constituted in the process of circulation and acquisition of school furniture in the primary school of Pará and its influences on legal devices. More specifically, to identify the material design of the school designed to organize the daily routine of primary education in Pará; verify the provenance and acquisition of school furniture; highlight the process of manufacturing and marketing of furniture for the Paraense primary education. Methodologically, the research was carried out from the survey of sources in the Public Archive of the State of Pará, Arthur Viana Public Library. The sources used were: Messages and Reports from governments, Crafts, Government albums, Decrees and Regulations and Catalogs of Universal Exhibitions, among other sources that present traces of school furniture and how they were inserted in school everyday.From a theoretical and methodological point of view, this study is based on the analysis of cultural history and Material School Culture, used here to understand the history of primary education in Paraense and the evidence found in materiality, as well as understandings of discourses and cultural practices in the inside the school. This procedure showed that, although the State tried to meet the expectations of modernizing policy by regulating the use of appropriate school materials for primary education, requiring and ordering from teachers and school principals, compliance with the laws governing primary public education in the state , the material conditions of space and objects did not satisfy the needs for the functioning of the teaching houses. As a result, it was found that the discursive statements of the analyzed documents pointed out that some institutions were equipped with the most modern to give visibility to the State as the "window of progress". In contrast to this elegant visual scenario, the reports of directors and teachers of the houses / schools and school groups in the interior denounced the "ruined state" of furniture and other objects. The discontent of the subjects, through reports of public instruction, newspapers of great circulation and official documents, denounced the lack of attendance to the requests of materials or even the repair of objects, more specifically of the school furniture, so that the functioning of the institutions could attend requirements laid down in legal provisions. It is hoped that this study will contribute to give visibility to the school material culture, especially the school furniture present in the History of Education in Pará, making it possible, at the same time, to advance in theories about the theme, as well as to re-read the documents that primary education in Pará.
Acesso aberto (Open Access)
Política de formação de educadores do campo e a construção da contra-hegemonia via epistemologia da práxis: análise da experiência da Ledoc-Ufpa-Cametá
(Universidade Federal do Pará, 2017-12-19) SILVA, Hellen do Socorro de Araújo; HAGE, Salomao Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This study deals with the training policy of the rural educators, based on the training experience of the Licentiate Course in Field Education (LEDOC) of the Federal University of Pará, Tocantins Campus in Cametá-PA. Our objective was to analyze how the training policy for field educators ensures the principles of the field of education through reference counter-hegemonic in the Course of Degree in Education of the Field in the UFPA, Campus of the Tocantins in Cametá. The methodology was based on the historical and dialectical materialism so that we could understand the formation of collective field subjects and their acts of resistance by a differentiated training that meets their realities and diversity as people of the field, water and forests. In the methodological procedures used literature review, documentary and field research. As data collection technique, we used semi-structured interviews, questionnaire applied to characterize the students of the Course and conducted participant observation. The results showed that the Degree in Field Education, as a policy for the training of educators in the process of consolidation, amid tensions and contradictions for the approval of the Pedagogical Project, is linked to the principles of Field Education, among to which we highlight: interdisciplinary practice, training by area of knowledge, resistance / affirmation of the teaching identity, students' entrance, pedagogic alternation and the transformation of the country school; which in its essence signal a counter-hegemonic training in higher education referenced by the epistemology of practice.
Acesso aberto (Open Access)
Políticas de assistência, proteção e educação à infância pobre, abandonada e órfã e as ações da Prelazia do Xingu no município de Altamira – Pará (1970-1979)
(Universidade Federal do Pará, 2019-02-21) FREITAS, Léia Gonçalves de; ALVES, Laura Maria Silva Araujo; http://lattes.cnpq.br/6009592378453661
The thesis entitled “Assistance, protection and education policies for poor, abandoned and orphan children and the actions of the Prelature of the Xingu in the municipality of Altamira - Pará (1970-1979)” is part of the Social History of Education and History of Education, notably in the History of Pará Childhood. We understand the relationship between Child Protection, Protection and Education Policies, based on Kuhlmann Jr. (2010), which states that it must be understood from the Assistance / Protection binomial, since it represents the broader conception of the care modality, the role of the State, Organizations and Civil and Religious Society in the context of public policies, concomitant to the process of national development, designed for the Brazilian social protection system for children throughout the 20th Century. In this scenario, the Prelature of the Xingu is a religious institution that, since the beginning of 1936, has been active in the political, religious, social and educational process of this city and region of the Transamazon and Xingu. In relation to childhood, it has always been at the mercy of a lack of state policies, from the time of the founding of the city in 1911 until the 1970s. Thus, as a promoter of socio-educational and protective policies, the Prelature of the Xingu comes progressively being recognized by the local community as an institution that fought for better conditions of life for the population and demanded recognition of the Transamazon as territory of belonging. In this sense, the research aims to identify and analyze the impacts, repercussions and resistances that the assistance, protection and education to the poor, abandoned and orphaned children developed in the municipality of Altamira (PA) by the Prelature of the Xingu, in order to caused by the migratory process in the Xingu region, mainly motivated by the supposed progress attributed to the construction of the BR 230 Transamazônica highway, in the 1970s. Thus, seeking to respond to the objectives proposed in this thesis, we adopted as a research methodology the qualitative approach of the documentary type, added by the technique of narratives, reflected in the light of the theoretical and methodological reference of Ricoeurian, who understands that the use of documents helps us to rescue forgotten history, while the narratives contribute to the filling of “gaps” and “incompleteness” emerged during the research; consequently, both should be appreciated, valued and interpreted from the analytical matrix of discourse as a work. In relation to the construction of the corpus, we use: a) written sources - Brazilian Presidential Report / Message to the National Congress (1970-1979); Congregational work plan; action plan; statutes and regulations; and overview of the Xingu Prelature; letters; crafts; opinions; diverse literature on congregations; newspapers; letters; photographs; poetry e poems; b) oral sources - interview with a religious of the Congregation of the Adorers of the Blood of Christ. As a result, the study pointed out that, in the midst of the State's omission to provide childcare policies in Altamira, as envisaged in the Minors Code, Law No. 6,697 of 1979, which guarantees the provision of education, health, protection, social assistance, and other fundamental social rights, the Xingu Prelacy instituted important activities: 1) in the area of assistance, it founded dispensaries, shelters, and distributed food, clothing and footwear for the implantation of the social assistance of the Pastorals of the family, youth and childhood that had as pedagogical and philosophical ideal the Liberation Theology and the Pedagogy of Love; 2) in the area of protection, aimed at caring for the body and the environment, in addition to measures aimed at maternity, feeding, vaccination, disease eradication and child mortality; 3) in the educational field, offered domestic education, vocational and primary education in orphanages and institutions with Christian principles. In these environments, the purpose was to work on human promotion, religion and moral and ethical values, as they are, alongside the work of the pastoral ministry strictly said, the concern of the Xingu Church, specifically in a desolate scenario left by the disorderly process of the occupation of the city, due to the construction of the BR 230, an undertaking that compacted with the developmental policy that has in the materialization of the violations of basic social rights its deepest mark of “progress” implanted in local territories. In the case of infancy, the reflexes generated serious social and structural problems and a state of worrying poverty, resulting in poor housing conditions, lack of health care, education, safety and leisure.
Acesso aberto (Open Access)
Práticas educativas populares na licenciatura em educação do campo, no território da Amazônia tocantina
(Universidade Federal do Pará, 2019-06-25) SILVA, Maria Divanete Sousa da; HAGE, Salomão Antônio Mufarrej; http://lattes.cnpq.br/1723722364556016; https://orcid.org/0000-0001-7801-0696
This study guides the Graduation Course of Field Education offered by the Federal University of Pará, Campus Cametá-PA, in the territory of the Tocantins region of the Amazon. Our reflections are centered in the analysis of the relationship that this course establishes between the qualification of the field educators and the popular educative practices for understanding them as educative processes of human formation which come true by means of the organizations, associations, social and union movements in the perspective of the social transformation. The study has its bases in the Dialectic Historical Materialism to understand the movement that involves the formation of field educators in the context of the popular educative practices, enhancing the action of the educators in the popular spaces in the perspective of the transformative praxis. We anchor to the concept of praxis, from the Marxist theory and the Freirean conception, for we understand that both result in human intervention in the reality in the perspective of transforming it. The theoretical venture was based on the conceptual categories: Formation of Field Educators, Field Education, Territory and Popular Educative Practice. The study was developed from the bibliographical and documental analysis and field research. We used the questionnaire for data gathering, with both open and closed questions, participant observation, and semi-structured interview. The information gathered allowed us to construct three axes of analyses which aimed at identifying the LEDOC contributions in the construction and affirmations of popular educative practices, in the formation of field educators, they are: 1) The Tocantins region of the Amazon as a territory of conflicts, resistance and of action of the field educator; 2) The LEDOC as a request of the Social Field Movements of the Tocantins region of the Amazon, the entrance of the 2014 class and the reconfiguration of the Pedagogical Project of the Course; 3) The materiality of the formation in the LEDOC: challenges, tensions and possibilities. The results reveal that the Graduation Course of Field Education contributes with the statement that popular educative practices, especially with the definition of the formative axes that structure the curriculum for they include in their curricular components: Studies of Popular Educative Practices and Traineeship in Popular Organizations which, by means of tensions, limitations and possibilities, enhance the acting of the field educators in the spaces of the organizations and social movements that exist in the territory of the Tocantins region of the Amazon.
Acesso aberto (Open Access)
Raymundo Nogueira de Faria e a “Ilha da Redenção”: um projeto de vida intelectual dedicada aos “deserdados da sorte” em Belém do Pará, Brasil, na primeira metade do século 20
(Universidade Federal do Pará, 2017-06-19) BARBOSA, Andreson Carlos Elias; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This thesis aims to investigate the relationship between life and work of Raymundo Nogueira de Faria 's intellectual and the care of young people "disinherited to fate", considered potentially dangerous to society. It deals with the intellectual Nogueira de Faria, his life and work, in articulation with the project thought and instituted by him of educational assistance to children and young people "disinherited of luck", submitted to crime, and had as problem question: What relations are there between the life and work of Raymundo Nogueira de Faria and the service to the "disinherited of luck" in the State of Pará, Brazil, South America, in the first half of the 20th century? The general objective was to analyze, through Cultural History and Intellectual History, the relationship between life and work of Raymundo Nogueira de Faria and the phenomenon of juvenile delinquency with a view to the historical understanding of the care given to the "disinherited of luck" in the State of Pará in the first half of the 20th century. Methodologically, it is a thesis based on the analytical assumptions of Cultural History and Intellectual History, and is therefore a historical, documentary, qualitative approach. The primary sources searched were the books, personal journals and notebooks of Nogueira de Faria and the periodicals that make up the collection of the "Rare Books Section" and the "Microfilming Sector" of the Cultural Foundation of Pará, respectively. The collected data indicate that this intellectual, when implanting a reformatory colony on the Island of Cotijuba, an insular part of the municipality of Belém, state of Pará, Brazil, South America, was in tune with a worldwide thought that saw in the creation of establishments of internment compulsory, away from urban centers and highly watched, the ideal solution to deal with the phenomenon of juvenile delinquency, but differs in thinking about a project to be demanded by justice, based on the idea that it would differentiate young "disinherited" , that is to say, devoid of satisfactory economic and moral conditions, of the delinquents of free will. In this way, the State should give them an educational service centered on morality, civics and work. The thesis we defend is that this proposal, organically linked to the life story and the intellectual history of Raymundo Nogueira de Faria, stems from a doctrinal formation founded on Spiritism that made him believe that his mission was to materialize his project of "Man of Good”, transforming the "disinherited of fortune", which he referred to the Reformatory Colony of Cotijuba, considered by him the Island of Redemption, in men worthy, patriotic, working and useful to the Fatherland.
Acesso aberto (Open Access)
Representações sociais de professores do curso de enfermagem de instituições de ensino superior públicas sobre práticas obstétricas: implicações para a formação docente
(Universidade Federal do Pará, 2018-02-23) CARNEIRO, Marcia Simão; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
The object of this study is the Social Representations of teachers from the public Higher Education Institutes about obstetric practices and its implications for teacher training. Higher education teacher training is a relevant topic because some higher education courses do not have this obstetric training. The higher education teachers have the task of training professionals with instrumental competence and critical thinking citizens to change social realities. Despite these specificities, these teachers have initial training in various areas of knowledge, such as: nursing, medicine and others that differ from the teaching career. Related to nurses and teacher training in obstetric nursing, it is worth mentioning that in Brazil the obstetric care models are adopted: biomedical and humanistic. While the obstetric scenario is characterized by the child-birth intervention; high rates of mother’s morbidity and mortality and an epidemy of caesarian delivery which characterizes as a social problem. Based on these circumstances, we elaborated the idea that humanistic obstetric practices determine the obstetric nursing training in public Higher Education Institutes. Thus, we resolved the research issue: How do teachers from the public Higher Education Institutes constitute the social representations about obstetric practices and its implications on the teacher training? The general aim: to analyze how nursing teachers of the Higher Education Institutes constitute the social representations about obstetric practices and its implications on the teacher training. And the specific aims: identify the profile of nursing teachers who teach obstetric nursing in the Higher Education Institutes; characterize the objectification and anchorage which make up social representations of nursing teachers from the Higher Education Institutes about the obstetric practices; point out the social representations implications about the obstetric practices for teacher training. It is an analytical descriptive, qualitative study, in accordance with the Social Representations Theory in its procedural approach. The methodological techniques applied were: Debate groups; questionnaire and Words Free Association Test. The selected individuals, according to inclusion and exclusion criteria, were fifteen teachers of the Nursing Course from public Higher Education Institutes who teach obstetric nursing in Belém do Pará. The analyzes was according to the thematic category content technique. From these emerging the dimension 1 – obstetric practice; dimension 2- initial training; dimension 3 – the teacher’s identity. From the Words Free Association Test analysis emerged the first, second and third words evoked about obstetric practices which originated the dimensions: evaluative, of the place, educational and instrumental. We concluded that the social representations of obstetric nursing teachers from the Higher Education Institutes about obstetric practices develop images in evaluative and of the place dimensions and elaborate meanings that lean on the educational and instrumental dimensions. We support the thesis which the teacher’s social representations about obstetric practices are organized among humanized knowledge and action. These practices are conditioned to areas that demand an educational process to adapting to instrumental knowledge in this area. We recommend the introduction of subjects about teacher training in the initial and continued training of nursing courses; adjustment of curricular content of obstetric nursing; teachers appreciation and revise the internship programs which do not enable to apply theory with practice.
Acesso aberto (Open Access)
Representações sociais de professores do ensino fundamental sobre educação étnico-racial e as implicações em sua prática pedagógica: por uma pedagogia decolonial e intercultural
(Universidade Federal do Pará, 2018-02-26) SANTOS, Antônio Luís Parlandin dos; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis aimed to analyze the constitution of social representations of elementary school teachers about ethnic-racial education and the implications of their pedagogical practice. The study has as methodological theoretical reference the Theory of Social Representations with procedural approach (MOSCOVICI, 2015; JODELET, 2001). The quantitative approach is multi-method, with a descriptive and analytical methodology. We worked with ten teachers from the Municipal School of Early Childhood Education and Elementary School, located in the Guamá neighborhood of the city of Belém, Pará. Data collection techniques / information used were the Free Words Association Technique (TALP), the questionnaire and the semi-structured interview. The analysis of the data / information was made from the content analysis and the mental map. The results show that the social representations of teachers on ethnic-racial relations are expressed in the following images: School has the potential to form respect for differences; School "unprepared" to work with diversity; The school fights racism despite family education; The school is impotent in training for ethnicracial education, which comes from the family "; The teaching of Afro-Brazilian and African history and culture and education for ethnic-racial relations can contribute to the fight against racism; Racism did not remain "intact" in school over time. It has at least partially diminished; The implementation of a curriculum focused on socio-cultural diversity is still a challenge at school; Training on the subject does not prepare teachers to teach in accordance with new national guidelines; There is no adequate school planning for the development of activities that combat racism; Laws can subvert racism-related relationships in school. The meanings for this "school unpreparedness" - such as "lack of appropriate teacher training for dealing with differences / diversity, non-involvement of all actors that make up the school for the development of activities that combat racism; need to teach in school values; fact that school education is not valued by society; the school depends on society "- and the meaning for the" school that is potentially capable of training for respect for differences "- such as the school mission to educate for citizenship and contribute to a more solidary society" - were also revealed on the map mental relations about education for ethnic-racial relations as "barriers" to the concreteness of this education in school. We defend the thesis that the social representations of elementary school teachers on ethnic-racial education - in a context of socio-cultural, political-legal, economic and educational changes engendered by the Brazilian redemocratization process - present ambiguous perspectives that in some moments can reproduce racism, prejudice and racial discrimination through education, but in addition to sensitive changes to vision, a "symbolic territory" with "fertile ground" for new changes to be realized in society and in the daily school life has been built based on the intercultural perspective as a reference demanded by the students and driven by the organization and mobilization of the Black Movement.
Acesso aberto (Open Access)
Representações sociais sobre crianças e infâncias em teses e dissertações da Amazônia
(Universidade Federal do Pará, 2019-02-25) TRINDADE, Marileia Pereira; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study deals with the social representations about children and childhood present in theses and dissertations of the Amazon. The main objective of this research is to: apprehend the social representations about children and childhood in theses and dissertations of graduate programs in education in the Amazon that have developed research with children. The theoretical field of this thesis was supported by the following tripod: social representations, children and childhood and research with children. The first theoretical field relies on such authors as: Moscovici (2003), Birth (2014), Jovchelovitch (2014) and Marková (2017). The second theoretical field is mainly based on: Bujes (2000, 2002); Quinteiro (2002); Faria, Demartini and Prado (2009); Corsaro (2011); Del Priore (2010); Ariès (2014); Qvortrup (2014, 2015) and Sarmento (2005, 2013, 2015). The third theoretical field is based on: Soares; Sarmento; Tomás (2005); Mullër; Redin (2007); Müller; Carvalho (2009); Oak; Müller (2010); Lee (2010); Agostinho (2010); Son; Barbosa (2010) and Fernandes (2016). This is a bibliographical study with a qualitative approach. It constitutes the corpus of analysis 2 theses and 20 dissertations registered in the Bank of Thesis and Dissertations of Capes. For the data analysis, we used the techniques of content analysis proposed by Bardin (1977), which involved the steps of pre-analysis, material exploration and treatment of results, inference and interpretation. In this process of analysis we identify meanings about children and childhoods, from which we perceive objections and anchorages that make up the social representations about children and childhoods present in the analyzed productions. The results revealed meanings about children and childhood, listed as follows: 1) senses about childhood: childhood as historical, social and cultural construction; childhood as a social category of the generational type; childhood as an individual life time; 2) senses about child: child as social actor; child as subject of law; play and imaginary as essential elements for children; 3) senses about the children of the Amazon: the children of the Amazon are immersed in daily activities; the natural environment is an important element in the daily life of children; the life of children is permeated by universal and unique aspects. Based on these meanings, we have grasped the following objections and anchorages about children and childhood: childhood has an image of a permanent social structure, anchored in the sense of a social category of the generational type, the individual image, anchored in the meaning of individual life time lived by the subject and the image of diversity, anchored in the changes through which childhood permeates both from a structural and individual perspective; children are characterized by the image of a social actor, anchored in their agency about the world and the image of plural subjects, which denotes that children live in a specific childhood, coexist in a multiplicity of social contexts and seize the most diverse social elements arising from their life contexts and other contexts with which they establish relationships. Faced with these images about children and childhood, the thesis is that the authors of the analyzed productions, when developing research with children, have social representations about children and childhoods sustained in the social valorization of them. They recognize the protagonism of children and the notoriety of childhood in the social world.