Dissertações em Educação e Cultura (Mestrado) - PPGEDUC/Tocantins/Cametá
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/11415
Navegar
Navegando Dissertações em Educação e Cultura (Mestrado) - PPGEDUC/Tocantins/Cametá por Linha de Pesquisa "CULTURAS E LINGUAGENS"
Agora exibindo 1 - 4 de 4
- Resultados por página
- Opções de Ordenação
Dissertação Acesso aberto (Open Access) "É fácil ser cristão quando se vive bem como eles": educação, cultura e engajamento feminino em Angola. (1939 - 1970)(Universidade Federal do Pará, 2023-08-08) PINHEIRO, Daélem Maria Rodrigues; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659This paper aims to understand the political action of women in the process of independence of Angola, and the Methodist educational influence. Especially those who were part of the anti-colonial resistance. The analysis has as main objective to understand the Methodist Protestant missions in Angola and their performance in the development of formal education for girls, especially analyzing the performance of Deolinda Rodrigues during the period of anti-colonial struggles. The documentation used for the research was the Diary of an Exile without Return. Luanda: Nzila, 2003 by Deolinda Rodrigues the Statement of the Reverend Malcolm MoVeigh of Stanhope, New Jersey, missionary of the Methodist Church to Angola, Africa, 1558-1961 and the book "Colonial Angola photographed by Methodist missionaries", published by Paul. A. Blake. foundation Agostinho Neto, 2019. Access to the documents was made possible thanks to the use, as research methodology, the digital collections, essentially through the Tchiweka Association of Documentation (ATD); the Mario Soares Foundation and Memories of Africa and the West. The research was developed through the digital collections, according to Almeida (2011), the internet enables the "reduction in space" and the expansion of the historian in the research. The applied methodology is based on research on this theme. For this, we work with the following bibliography, OYEWÚMÍ (2021) will be the basis for analyzing the gender issue beyond the West, without homogenizing and understanding gender issues on the African continent, as a colonial social construct. Paredes (2010), analyzing the Methodist church and the MPLA movement through the writings of Deolinda Rodrigues, which the author makes an analysis of Deolinda's education through the church, her entry into the MPLA and the criticism reported by Deolinda Rodrigues in her personal diary. Whose results, consisted in the perception of understanding that formal education conducted by the Methodist missions was synonymous with greater educational possibilities for many Angolans who were fighting against Portuguese colonialism.Dissertação Acesso aberto (Open Access) Saberes tradicionais a partir do jogo de búzios no Candomblé(Universidade Federal do Pará, 2022-06-24) LOPES, Daniel Sena; PARENTE, Francilene de Aguiar; http://lattes.cnpq.br/9404017739145648; https://orcid.org/0000-0003-2740-9343This research is part of the study on Afro-religiosity with practitioners and participants of Candomblé in Abaetetuba/Pará. Its purpose is to analyze how the exchange of traditional knowledge takes place from the game of cowries in Candomblé. Methodologically, it is an autoethnography, a method that can be used in research and writing, as it proposes to systematically describe and analyze the personal experience, in order to understand the cultural experience (ELLIS, 2004). bibliographies on education, culture, resistance, orality, memory, identity and traditional knowledge in Afro-Brazilian religions, with theoretical support in: Little (2001); Cunha (2007); Brandão (2002); Freire (1987); Libâneo (2004); Lody (2007); Braga (1988); Beniste (2008) and others. Data were collected through online interviews through the Google Meet platform with research participants. The fieldwork sought support in the experiences of the Afro-religious community Igbá Asé Ibin Layé, popularly known as the Oshalufã Center for Mediumship Manifestations - CEMMO, in which the observant participant researcher is pai de santo, a term that suggests the preponderance of participation over observation. 10 (ten) subjects were interviewed, 4 (four) declared to be practitioners of the Afro Brazilian religion and 6 (six) participants. Of the 10 (ten) interlocutors, 4 (four) were selected, 2 (two) practitioners and 2 (two) participants for the deepening of the research, with a view to greater approximation with the object of investigation. The tabulation of queries processed in the period from 2010 to 2019 was carried out, gender, reason for the query and religious positioning were analyzed, to identify in this exchange of knowledge how the pedagogical process is developed from the ritual of the game of whelks. As a result of this research, it was found that: the object of study was not the terreiro, but what happens in the terreiro; terreiros are not frozen in the past; the pedagogical process within the terreiro is dynamic and transformative; the pedagogies in the Candomblé terreiros are configured in acts of resistance.Dissertação Acesso aberto (Open Access) A subjetividade da pessoa surda na escrita do português como segunda língua: constituições, educação e surdez(Universidade Federal do Pará, 2022-11-28) LOBATO, Merian de Cristo; FALABELO, Raimundo Nonato de Oliveira; http://lattes.cnpq.br/0245521381922053; https://orcid.org/0000-0003-1193-8072The research entitled “The Subjectivity of Deaf Person in Writing Portuguese as Second Language: Constitutions, Education and Deafness”, presents the analysis of texts written by young deaf participants of the Project “Laboratory of Portuguese Language Teaching for the Deaf” that happened through the GEPEES Group. The objective of the project was to provide the deaf the development of the written language in Portuguese because to the great difficulty presented by them when writing. This difficulty was verified from the dialogues established with the deaf community from the other projects, as well evidenced from the first written record requested at the first moment of our meeting. The analysis of written texts provided this investigation that has as main objective: understand the subjectivity of deaf people through the production of senses and meanings that emerge from productions written in Portuguese as a second language, and as specific objectivies: to carry out theoretical reflection about the deaf education, about process of inclusion and on the debates around this theme; Discuss the issue of subjectivity and thus to guide the analysis of this research from the looking of written material, of elaboration process of this product called written production. As methodology, Vygotsky's cultural historical perspective (1983) used which, ally to with the studies of authors who focus on this subject and the assumptions of the ethnographic analysis, supported this research. The project that gave rise to this investigation was elaborated from interactionist approaches and pedagogical strategies, that started from the understanding of the deaf person as holder of cultural specificities, where activities mediated by sign language were developed. Thus, we conclude from the deaf written analysis that it presents the voices of subjectivities constituted in intersubjective relations in the socio, cultural and educational contexts, sometimes affirming the linguistic subjectivity acquired throughout life through sign language, sometimes presenting in the written materiality, the Portuguese Language from the recognition and linguistic relevance that this new language can make possible for him/her to expand the field of learning.Dissertação Acesso aberto (Open Access) Transescritas da diferença: movimentos para transcriar a educação com Clarice Lispector e Virginia Woolf(Universidade Federal do Pará, 2022-06-28) VEIGA, Ademilson Filocreão; COSTA, Gilcilene Dias da; http://lattes.cnpq.br/2934771644021042; https://orcid.org/0000-0002-7156-5610Trans-writings by Virginia Woolf and Clarice Lispector propel thoughts to trans-creating education, through the devires-writing raised in the works Mrs. Dalloway (2017) and Orlando (2014), by Woolf, and The passion according to GH (2009) and The star hour (1998), by Lispector. The articulation through which the architecture of this study moves is to vibrate, from Lispectorian and Woolfian trans-writings, devires writing with movements of thinking and creating, and from these, to compose and mobilize both literature and education in image-less thoughts that urge us to a trans-creating of education through the signs of learning that come from such dislocations. Literature, philosophy of difference, and education are intertwined in the authors' trance-like languages, creative powers that collide and move away, composing multiple provocations about other ways of seeing, living, and intervening in the educational field. The Lispectorian and Woolfian lines of escape walk with intercessors such as Deleuze and Guattari, Corazza, Bachelard, Barthes, Proust, Rolnik, Passos, Butler, Foucault, Gallo, Tadeu, Zordan. In each exposed crack, a gap opens for thought, moving it to the obscure corners, the abject bodies, the extemporaneous times, the reverse and the indomitable of education, leave their tracks like ghosts, like shadows, like new paints to be transcribed and blurred, like Orlandes and Macabéas, GHs and Clarissas, like humidities and grasses that insist on being born in the most uncomfortable spaces, among others. The violence of the encounter with these writing-devirals triggers the deautomatized thinking, the thinking without image, and then mobilizes new signs of learning. Clarice and Virgínia, in being trans-written here, emit multiple devires-writing, and such devires also provoke trans-creations in education, as they crack into signs of learning, senses, thoughts, creations to move through educating. Both the becoming-writing, of trans-writing, and the signs of learning, of trans-creation, are emulsified in a thought without image that does not try to be homogeneous. This image-less thinking is, on the contrary, an intensive effort of agitation, of difference. The trans-writing arts of Woolf and Lispector flow into a trans-creation of education with difference.