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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Agora exibindo 1 - 10 de 10

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Custo - aluno - qualidade para escolas do campo da Amazônia tocantina: direito ao acesso e permanência com padrão de qualidade
(Universidade Federal do Pará, 2018-09-13) PEREIRA, Ana Claudia da Silva; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
The study was carried out in four rural schools: quilombola, rural settlement, rural and riverside community, belonging to the municipalities of Abaetetuba, Acará, Cametá and Mocajuba; all of the territory of Baixo Tocantins. Its objective was to map and analyze the basic inputs needed to guarantee / ensure quality education in the rural schools, based on the subjects' speech, aiming at the CAQCampo calculation. To do so, we carried out the survey of the basic inputs needed for the education of the Tocantina Amazonian Field; organizing in categories and showing the distance or proximity of these with the parameters established by the opinion CNE / CED Nº 08/2010 and the references of the CAQi. To obtain the information, collective interviews and focus groups were carried out, with subjects directly involved with the schools, as well as form and observation in locus. The axes of analysis have taken as guiding questions: what basic inputs are needed to guarantee / ensure quality education in rural schools? From the perspective of the field subjects what would be the basic inputs needed for the operation of quality schools? Are these inputs included in the CNE / CED Opinion No. 08/2010 and in the Operational Guidelines for Basic Education in the Field Schools Are there specific inputs in the rural schools? Are they covered in studies of costs of school work? The research carried out the survey of the educational and financial data of the municipalities, of the existing supplies in the schools, of the necessary inputs for a school with a quality standard, of student-spending / year and the calculation of Cost-Student-Quality for the rural schools (CAQ Field). The inputs considered in the survey were: facilities (building and land), staff salaries (teaching and non-teaching staff); consumables; Personnel (teaching and non-teaching), Goods and services, support to the political pedagogical project, food, other inputs and cost in the central administration. For the calculation of student / year expenditure and the CAQCampo of the schools studied, the monetary values of the inputs were added and divided by the number of students attended. The analysis of the collected data revealed that the schools surveyed do not have: furniture, equipment and didactic materials; school transportation equipped and ensuring safety; sufficient school meals and educational and training spaces that go beyond the classroom. The paper presents a range of questions that can explain and compose the possible dimensions and indicators of quality, but which are not generalizable to a larger set of schools. Of course, there are regularities, similarities and aspects that are common and should be considered for schools located in the field. In general, it has been found that the definition of a Cost-Student-Quality in education, especially in rural education, remains a challenge, especially since such a discussion brings to light the complexity, tensions and contradictions of the educational phenomenon in a country marked by inequality. However, our study concluded that it is urgent that the municipal management dialogue with the communities so that together they can plan the best way of access and permanence of the students in the schools of the field. One can no longer implement public policies, such as education, without knowing the reality of where the subjects live. For what works in one particular community may not work in others, given the territorial specificities present in these municipalities.
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Educação e responsabilidade social empresarial (RSE): o projeto Trilhas, do Instituto Natura, na Rede Municipal de Ensino de São Miguel do Guamá/PA
(Universidade Federal do Pará, 2018-12-05) MARTINS, Aurea Peniche; SANTOS, Terezinha Fatima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The research addresses EDUCAÇÃO E RESPONSABILIDADE SOCIAL EMPRESARIAL (RSE): O Projeto Trilhas do Instituto Natura na Rede Municipal de Ensino de São Miguel do Guamá/PA. It analyzes the implementation and implementation of the "Trilhas / Natura" Project in the Municipal Education Network and its consequences for the planning and execution of the local public educational policies. The question is how the "Trilhas / Natura" Project is implemented and implemented in the Municipal Network in São Miguel do Guamá and what its consequences for the planning and execution of local public educational policies? The hypothesis raised is that the "Project Trails" of Natura implements and implements within the municipality the logic of Public-Private Partnerships (PPP's) in education, and in this way removes the public character of education, applying management principles derived from logic business. The theoretical-methodological reference of the historical-dialectical perspective aims at this research. The proposed methodological path is anchored in field research. As a research technique, we used bibliographical review, document survey, and semi-structured interviews with the subjects involved in the research. The results are in line with the research hypothesis, since the "Trilhas Project" is implemented in the Municipality without a formal contract and due to this, the division of specific responsibilities between the Municipality and the Natura Institute is not clear, since the implementation to project implementation. The municipality adapts to the project and not the other way around. We conclude that in the scope of PPPs in education, the State is strengthening the Capital. The criticisms of this logic are restricted to the theoretical field, because the educational systems are accepting, since they are immersed in the scrapping of the public and thus they become hostages of the "awards" of the PPP's. Finally, the democratic state, which ought to take care of public interests, does not do so, in the analysis of Marx as a "committee of the bourgeoisie".
Acesso aberto (Open Access)
A experiência educativa da casa familiar rural de Gurupá/PA
(Universidade Federal do Pará, 2019-04-23) COSTA, Ana Maria Raiol da; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523; https://orcid.org/0000-0001-9814-9089
The research "The educational experience of a rural family house" ( Rural Familiar House) of Gurupá, aims to analyze the educational experience marking the potentialities and limits in its educational project from the perspective of integral human formation mediated by the Pedagogy of Alternation whose central issue is: This experience can be configured as an integrated high school experience integrated in field education? What are the contradictions of this experience in the perspective of integral human formation? We point the hypothesis that the educational experience of the field workers, based on the pedagogy of alternation, makes it possible to integrate the school, the family and the educating community. A priori is a historical experience and of social consciousness that conceives social practice as a space of learning, primordial for the project where it is the starting point and the arrival of the formative process. In this sense, this process is differentiated from traditional teaching. The methodological theoretical framework of the dialectical historical perspective balizes this research from the field research with the application of semi-structured interview and documentary survey. The literature review is a constant in the study. The results to some extent corroborate the hypothesis of research, since the educational experience is based on the education of the field man. This experience is guided by the formative pillars constituted by purposes and means anchored in the pedagogy of alternation. The PA is home experience mediated by didactic instruments Which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community. This educational path guided by the praxis makes the experience, a singular one. It is an educational experience in the context of capital which limits the possibility of being an innovative educational process. However, we cannot deny that the educational experience of the CFR Gurupá holds possibilities of providing the formation of the field man "in ", "by" and "for" the work.
Acesso aberto (Open Access)
In/exclusão de pessoas com deficiência no mercado de trabalho no estado do Pará
(Universidade Federal do Pará, 2017-08-25) ASSIS, Suelen Tavares Godim de; ARAUJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
The present thesis’ objective is to analyze the in/exclusion process of disabled people in the labor market of Pará State, especially in a large size food industry. The goal is to observe how the in/exclusion of these individuals has been occurring, based on parameters of selection, progression, and functional promotion. For this purpose, it started with the following question: In the face of a system which, by means of a selective, precarious, and marginal inclusion, excludes en masse and includes selectively, how is the process of in/exclusion of disabled workers in the labor market of Pará State? With the intention of answering it, this research applied the Qualitative Approach supported by the quantitative analysis of the data, possessing as theoretical-philosophical foundation the historical-dialectical materialism. Bibliographic and documental searches were also realized to subsidize the analysis of the Brazilian reality, especially Pará State’s. Quizzes and interviews were used as survey techniques, as well as the Content analysis for the systematization and investigation of the collected data. The study confirmed, that the disabled people inclusion process in the examined food industry is characterized as: Precarious, for the selectivity is made by means of the type of disability/limitation presented; Marginal, for the Education/Qualification/Training criteria are directly tied to immediate demands of enhancement, rationalization, and productive restructuring; Subordinated, for the functional growth criteria are founded in a meritocratic logic; Unstable, for it is linked to mechanisms of workers alienation; and Imposed, for it is governed by legal, judicial, and labor apparatuses. Moreover, it was observed that this inclusion stems from class struggle, since the punctual advances arise from the working class pressure and from the correlation of forces between capital and work. In the face of this scenario, it is assured that disabled people are subjects of a double exclusion: the first, inherent to their own condition of disability; the second, immanent to the social class in which they belong. This dynamic establishes, thus, a correlation between poverty and disability. The dialectics in/exclusion follows, therefore, the underlying logic of the capitalist society. This, in turn, promotes mass exclusion, as well as a selective, precarious, marginal, subordinate, and imposed, by its own rules and interests, inclusion.
Acesso aberto (Open Access)
A política de remuneração dos professores da rede estadual de educação básica do Pará
(Universidade Federal do Pará, 2017-07-14) ALVES, Charles Alberto de Souza; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
The thesis analyzes the remuneration of teachers of the basic education of the state education network from 2006 to 2014. The objective is to understand the remuneration policies based on the analysis of the components that form / structure the remuneration of teachers. Thus, the analysis perspective used in the work was the dialectical historical materialism having as main categories of analysis the totality, the mediation and the contradiction. The main data base used was the payroll of the servers sold in SEDUC / PA, referring to the months of October of the delimited historical series. The data used were tabulated to present information about teachers in relation to positions, links, training and remuneration components and were analyzed based on the educational political context as a way of understanding the changes in the remuneration structure and the governmental decisions that motivated them . We observed that the remuneration structure underwent few changes in the period from 2006 to 2010, and consisted of matching the salaries of teachers with a level and higher education. On the other hand, in the period from 2011 to 2014 the changes were more evident with the absence of some components of remuneration and the creation of others. From the analysis of the remuneration components, we conclude that three policies stood out in the analyzed period, namely: (i) the policy of increasing the salary through the incorporation of credits and gratuities, the main motivation being the government's action to adapt to the Compliance with the adjustments of the PSPN regulated by Law 11,738 / 2008, which led to the decision to incorporate some temporary benefits into the basic maturity as a strategy of not increasing the volume of resources with the payment of personnel and thus maintaining the government's Fiscal balance of public accounts and meeting the percentage limits with personnel expenses defined in the Fiscal Responsibility Law, regulated Law nº 101/2000; (II) the policy of valorization of the regency of class indicated by the high frequency of teachers who receive by supplementary classes that are characterized by the extrapolation of the workload destined to the class regency and that causes difficulty for the effectiveness of the hour activity directed to the planning and evaluation; And (iii) the policy of valuing personal advantages, with emphasis on the components of gratification of tenure and schooling that indicate a change in the qualification of the teachers of the state network in the analyzed period, since the data show the decrease in the number of teachers with Secondary level and also with postgraduate, in particular, to lato sensu, but the data also indicate that the state network has little capacity to retain teachers with a strido sensu qualification, that is, with masters and doctorate degree.
Acesso aberto (Open Access)
A política de valorização docente na rede pública de ensino do estado do Pará (2007-2016): o caso Parfor
(Universidade Federal do Pará, 2017-10-30) SOUZA, Michele Borges de; MAUÉS, Olgaíses Cabral Maués; http://lattes.cnpq.br/0118802077232494
This investigation aims at the teaching appreciation. Taking into consideration the multiple determinations in the capitalist society, we produced an analysis from the social conjectures of the country, pointing out the relationship of economic and political order that are of paramount importance for a better comprehension of the object of analysis. We understand the teaching appreciation through two dimensions objective and subjective. The first is related to issues inherent to the teaching profession, such as career, salary, wage floor, work conditions, and initial and continuing training. The second dimension is related to social and professional recognition, and self-realization. In this study, the professional training is anchored in a social and historical comprehension of education, an important guide for an organic and consistent policy of teacher training. Career and wage were other central categories in this study. The issue that guided this research was: the investigation of the possible relation between the teaching appreciation policies in the State of Pará and the training “in office” offered by the National Plan of Basic Education Teaching Training (PARFOR). The study was developed from the critical theoretical-methodological framework that guided the analysis of the economic, political, social, and historical relations in which the object is found, demonstrating the contradictions, performing the relevant mediations to construct and deconstruct the object to finally reach the analysis on the relation between PARFOR in the State of Pará and the teaching appreciation policies. We performed documental and bibliographical material analysis and data collection, and performed field research using, as a data collection tool, the Focal Group with twelve UFPA PARFOR Pedagogy teacher-students, and structured interview with seven PARFOR former teacher-students that work for the State School Network (REE). As a result, the study revealed that the teachers perceive the teaching profession as vocation, even with prevailing issues such as intensification, precarious working conditions, non-professionalization, and teacher devaluation. There is a mismatch between training and appraisal policies, which makes it possible to infer that, although REE's PARFOR graduates have higher education, it is not accompanied by career progression and significant salary improvement, that is, professional appreciation.
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Políticas de educação e terceiro setor: o pacto pela educação do Pará
(Universidade Federal do Pará, 2018-12-06) QUEIROZ, Luiz Miguel Galvão; SANTOS, Terezinha Fatima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The thesis titled "Education Policies and the Third Sector: The Pact for Education in Pará" presents as object of study the public-private relationship in the Pact for Education of Pará, considering that this instrument materializes the educational policies in the state public network Paraense , articulated to the interests of the public and private sectors. The general objective of this study is to analyze the publicprivate relationship in the Pact for Education of Pará. For the theoreticalmethodological foundation of this study, we consider relevant the contribution based on historical-dialectical materialism, since it is appropriate as it allows the construction criticism about the reality analyzed through the capture of the contradictions of the plot around the public private relation in the promotion of educational policies through the third sector in the Pact for Education of Pará. The study was conducted methodologically through literature review in the light of such as: Adriana (2008), Peroni (2009), Frigotto (1993, 2010, 2016, 2017), Saviani (2007), Santos (2013), who discuss the object investigated and served as reference, complemented by documentary research and of the field with the use of semistructured interview with subjects who experience the actions of the Pact for the Education of Pará in the public network estad ual paraense Historically, in Brazil, this relationship of partnership between public and private reveals how privatized the state is, and has been and remains submissive to economic groups, which take turns and reproduce themselves in accordance with the reproductive dynamics of capital. In the course of the research it was possible to confirm that the State reformulated to promote the reproduction of capital and, through successive reforms, made adjustments in the political and administrative structure aiming to continue the process of accumulation. Thus, the capital crisis experienced in the first decade of the 21st century enabled the state to create conditions for survival in economic market groups, and in the state of Pará, the government strategy consisted of the creation of the Pact for Education of Pará, with a focus on obtaining loans from international financial organizations, in the specific case, the Inter-American Development Bank (BID), and subsequently applying these resources in educational programs and projects related to entities of the Third Sector, appendices of capital. The results of the study reveal that the private public relation in the Pact for Education of Pará contributes to the privatization of precarious education in the state public network in Pará. And through an educational planning dictated by entities representative of capital, the Paraense state public network surrenders to the logic of the dictates defined by the international organisms in the construction of the educational proposal directed to the attendance of the educational demands of the society.
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As práticas de ensino na formação do trabalhador docente no curso de pedagogia do PARFOR na Universidade Federal do Tocantins-Campus Araguaína
(Universidade Federal do Pará, 2018-02-26) ALMEIDA, Cristiane Silva de; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523
The main objective of the present study is to analyze from the look of the graduating teachers in the PARFOR Pedagogy Course at UFT, Campus/Araguaína, Tocantins, if the teaching practices of professors in the course have articulated the experiential knowledge of social life and teaching work of students with academic training. We start from the hypothesis of the educational practices developed in the PARFOR Pedagogy course, campus Araguaína, have been carried out in a way that is disconnected from the reality of the students, as well as from pedagogical mechanisms and attitudes that makes learning difficult at times of formation. The qualitative research was based on the Case Study, using bibliographical review, documentary analysis and empirical research. To obtain the data we used as collection techniques and the semi-structured interview. Based on the data obtained, we organized our analyzes in five categories that identify the educational practices in the PARFOR Pedagogy Course in Araguaína, nominated: affection; relationship between knowledge; teaching methodologies, teacher/student relationship, training as a political act. From these, we have identified that the educational practices carried out by some of the teachers who form the PARFOR Pedagogy Course in the Campus of Araguaína have not favored the process of the academic formation of the students, considering a set of factors, both of a macrostructural and related the logic of organization and materialization of PARFOR teachers education policy, as well as microstructural factors, related to the development of educational practices that do not add the knowledge and experiences of these workers to the academic/scientific knowledge to contribute to the construction of a wide and humane education, capable of favoring the quality of Brazilian public basic education, as provided in the official document of the plan. The analyzes also showed that the quality of training of PARFOR teaching staff can not be attributed only to the teaching practices of teacher’s trainers, since other macrostructural factors interfere directly in the development of the same.
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Pronatec, educação profissional e a relação público-privada no Pará
(Universidade Federal do Pará, 2017-06-23) SILVA, Erbio dos Santos; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The present text had the objective of analyzing the determinations that prioritize the public financing to the private institutions in the offers of professional education, through Pronatec in the Amazon Pará. The initial proposal of the research project that materialized this thesis sought to answer the following prolema question: - How is explained the preference of the Brazilian government to invest primarily in private institutions to the detriment of public ones in the offer of Professional Education through Pronatec in the Amazon Paraense ? The central debate seeks to unveil the National Program of Access to Technical Education and Employment (Pronatec), which is our object of study. The discussion looks for elements in the historical context, highlighting the characteristics, limits and fragilities of professional education programs (PIPIMO, PLANFOR, PNQ, PBP and Pronatec). It points out the historical prioritization for the public financing of private offers of professional education. In this sense, it seeks to deconstruct the debate about the quality of education announced, but not materialized by the government, which uses the Program as an ideological tool, what we call the chameleon posture of Brazilian public policies. The study highlights in five chapters the characteristics of professional education, marked by history, class dispute and control of the ruling class under the poor class, ideologically justified by measures of "inclusion", called by them of opportunities. To this end, the text makes a permanent debate in the light of Marxist and Marxist readings on educational policies, the public-private relationship, through the legal framework and the program executions mentioned above. We used document analysis from the S System reports (SENAI / DN, SENAC / PA and SENAC / PA with the executions from 2012 to 2014), SETEC (2013, 2014 and 2015) and SEDUC / PA (2012, 2014 and 2016), in addition to the legislation in force, which helped us to establish the legal framework, as well as the debate articulated with the theoretical-methodological framework. The methodology focused on the Marxist approach, especially in the debates about the dialectical conception, contradiction, totality and the relation between appearance and essence. Among the main authors who assisted us in this reflection are Marx (2008), Lefebvre (2009), Frigotto (1996). In the debate on the public-private relationship Santos (2008, 2013, 2014), Adrião and Peroni (2012); And in relation to professional education Araújo e Silva (2007), Manfredi (2002), Frigotto (2010), Ciavatta and Ramos (2005) and Melo and Moura (2016). The methodological procedures used were bibliographic research, documentary analysis and field research, with the locals as Secretaries of Education of Pará and the National Service of Commercial Learning, regional department of Pará (SENAC / PA). In the data collection we performed the semi-structured interview with the Pronatec Managers in the two institutions, in addition to the SENAC / PA teachers. The research indicates that the Program assumes a market position and does not promote the quality of professional education, since it favors the synthetic formation through the courses of Initial and Continuing Education, which constitutes the strategy of capital in social control through "Formations", discontinuous and alienating.
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Trabalho, intensificação e o tempo livre do docente da Universidade do Estado do Pará
(Universidade Federal do Pará, 2017-11-27) FONSECA, Zaira Valeska Dantas da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
The need for an analysis of the ways in which the higher education teacher suffers the consequences of the changes in the work process and how they affect their working time and not work are essential for the knowledge about the current reality of teaching work in this work. level of education. Thus, this study investigated: What relations exist between federal and state public policies, work and free time of the teacher who works at UEPA? Based on the Historical-Dialectical Materialism, this study aimed to analyze the repercussions of public educational policies on the work of UEPA teachers, identifying the possible interferences that these may have in the free time of this professional. Field research as a technique was carried out with the application of a semi-structured questionnaire, containing thirty-six questions, organized in order to obtain data on the teachers' functional profile, aspects of the UEPA's teaching work and on the activities carried out in time free from teachers. In the first stage - exploratory - the bibliographic survey was carried out as a way of mapping the existing production in the area about the conceptual categories. The analysis of the university documents correspond to the organization and evaluation of the teaching work and the distribution of the working day (time) at present. The subjects were the effective teachers of the University of the State of Pará, who met the criteria of having at least five years of work in the HEI; experience with research and / or extension and be in full teaching activity during the realization of the research At the center of the discussion was placed the capitalist mode of production and how it modifies the work transforming it into alienated work. It was sought to point the issue of time by highlighting its historicity. It deals, conceptually, with the category of free time and the close relationship with the work in the sense of not reinforcing the dichotomy caused by the capitalist mode of production that opposes the work / free time. It deals with the historical constitution of teaching work the main changes and consequences for teaching work in higher education, such as loss of autonomy, intensification, precarization and commodification. This confirms the initial hypothesis of this study in which it affirms that teachers no longer control the working time, extrapolating the workload assigned to it, leaving it in other spheres and spaces of social life, such as home, the weekends and even the holidays (regulated leisure time). The work rate increased and the control of the teaching worker by the institution where it operates became greater, as a result, free time is usurped gradually from the teacher, making this little use of other activities of free choice. Therefore this study is a contribution to the debate and analyzes of the intensification of the teaching work, the extension of the working time (time), the impact of this process on the quality and quantity of free time of the teacher, with the perspective of provoking the necessary changes in the career of the higher magisterium in order to meet the historical demands of this category, as well as to provoke reflections about the exacerbated academic productivism and its consequences for the loss of social rights, such as health and leisure.

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