Programa de Pós-Graduação em Educação - PPGED/ICED
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2318
O Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA). Em sua perspectiva stricto sensu, tem como compromisso a formação do professor/pesquisador, incorporando na sua prática curricular a pesquisa e a produção de conhecimentos acerca da realidade regional, particularmente da educação, em todos os seus ângulos e relações.
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Item Acesso aberto (Open Access) As águas da cultura vivida inundando a educação: uma leitura sobre letramentos e cultura ribeirinha(Universidade Federal do Pará, 2018-02-23) CARVALHO, Marcia da Silva; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056This study discuss the shift of social and educational literacy in an Amazonia drenched in symbologies and knowledge present in the voices of the residents of the Isles of Paquetá, Longa and Nova and in Unidade Pedagógica do Jamaci, Icoaraci district in Belém/PA. It is riverine literacy. The conceptual dialogs in which these ripples are evident are docked in BHABHA(2013), GERRT (1989, 2014), EAGLETON (2011) dipped in hybridism and cultural webs, the relation between the schooling process and the living riverside culture are present in the seas brought by BRANDÃO (1985, 1986) and by the becoming of the waters flowing social and scholar literacy, learning and world reading invoked to this study by FREIRE (1980, 1987, 1989, 1996, 2004), SOARES (1986, 2008, 2010), STREET (2014). Culture in different places move literacy, intertwining lived culture of the riverside community waving insular harmonies and disharmonies. This ethnographic research is based on the voices of the residents of the isles of Paquetá, Longa and Nova, workers and students of Unidade Pedagógica do Jamaci, which is connected to Fundação Escola Bosque, located in Igarapé do Jamaci. The qualitative approach serves as a reference to this study in its ethnographic format, using semi-structured interviews, narratives, photographic material and active participants’ observation as investigative instruments, setting from the reading of the voices expressed in the narratives of the subjects. In this sense of problematization the central questioning is brought: To which extent social literacy resulting from the lived culture of the riverside community is connected to educational literacy in the schooling process of Unidade Pedagógica of Jamaci? As a result the study demonstrates that the experiences lived by the riverside community creates connections with scholar experiences, where lived culture of the riverside community through their daily life will communicate with the school, settling then that there are no literacy without these cultural elements of the riverside everyday life, without social literacy overflowing into the scholar literacy, without recognizing the reinforcing that the diverse religious and sociocultural manifestations give to the riverside community life and the sustainability possible because of the singular and insular experiences. This way the relevance of this study consist in the come and go of the waters enlightening the Amazonian culture identifying it in the rhetoric, in the curriculum and in the process of literacy, minimizing the invisibility of the riverine people and all their cultural potential.Item Acesso aberto (Open Access) 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/1723722364556016The 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.Item Acesso aberto (Open Access) Brincadeiras, jogos e a autorregulação da aprendizagem na educação infantil: um estudo de intervenção(Universidade Federal do Pará, 2018-01-31) FURTADO, Maria Roberta Miranda; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957The present research aims to study the self-regulation of learning in Early Childhood Education through games and games. Self-regulation of learning in young children has been increasingly effective in the school environment as it can help children in their cognitive and metacognitive development. Self-regulation of learning refers to the individual's ability to become more independent and autonomous in their own learning. The self-regulation of learning is a current proposal, supported by the Cognitive Social Theory of Albert Bandura (2008). Given the importance of this construct can mean for the educational field and more specifically for Early Childhood Education, it seeks to understand how self-regulation of learning can contribute to the cognitive development process of preschool children through games and games. From the theoretical-methodological point of view, this study consists of an exploratory and descriptive research of quantitative character, constituting also as an intervention study. Through the application of the CHILD-Independent-Learning Development Toolkit (PISCALHO; VEIGA SIMÃO, 2014), it was observed that children presented less self-regulating aspects in the motivational and cognitive dimensions, which were central focus for the construction of the Intervention Plan, following the assumptions of the Cognitive Social Theory. This is an important collaborative tool for achieving these results in Early Childhood Education.Item Acesso aberto (Open Access) Uma concepção de educação a partir do diálogo em Gadamer e Freire(Universidade Federal do Pará, 2018-02-28) SILVA NETO, Francisco Bezerra da; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078This is a qualitative and bibliographical study, based on the philosophical hermeneutics of Gadamer, Freire's critical pedagogy and phenomenology, carried out in the academic master's degree at PPED, at ICED, UFPA, Belém campus. of the concept of dialogue in the authors mentioned. The main objective of this study is to rethink education from the dialogical perspectives of Gadamer and Freire, and specifically: to reflect on the contribution of Gadamer's philosophical hermeneutics to education; articulate some concepts of philosophical hermeneutics with the concept of dialogue in Gadamer; and, to establish relations between the conceptions of dialogical education in Gadamer and Freire with the question of the autonomy of the student. The guiding questions are as follows: 1. What kind of human being do we want to form, bearing in mind the contemporary context? And, therefore, 2. What education do we want, for what, for whom and based on what principles? As for the theoretical methodological reference, this work prioritizes Gadamer, in Truth and Method I and II (1999 and 2002, respectively) and Hermeneutics in Retrospective (2012); and Freire, in the works Education as a Practice of Freedom (1967), Pedagogy of the Oppressed (1987) and Pedagogy of Autonomy (2005). The contribution of interpreters of philosophical hermeneutics such as Flickinger, Rohden and Hermann is taken into account, as well as other important authors of education, such as Saviani. As a result we have reached the conclusion that education can never underestimate tradition, for as historical beings we are always in a given tradition. The language and, therefore, the dialogue intermediate the relation of the interpreter with the otherness. Education for the autonomy and citizenship of learners is most effective when it takes the living dialogue as a presupposition and establishes itself in a climate of intersubjectivity.Item Acesso aberto (Open Access) Concepções de infância e educação nos discursos do periódico a escola – revista official de ensino do pará (1900 a 1905)(Universidade Federal do Pará, 2018-01-19) OLIVEIRA, Michelle Araújo de; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/600959237845366Esta investigación tiene como objeto de investigación los discursos sobre niño y educación para la niñez presentes en los textos del periódico "A Escola - Revista Oficial de Enseñanza" que fue publicada en Belém do Pará en los años 1900 a 1905. Siguiendo en las líneas de investigación en Historia de la niñez y en Historia de la Educación en la Primera República, el trabajo tiene como objetivo analizar, discursivamente, la concepción de niño y de educación para la niñez presentes en estos discursos. Para ello, se seleccionaron, para el análisis, textos de los géneros Texto de Opinión y Poema que apuntan a discursos sobre niñez y educación. Se elaboró un inventario - apéndice- que presenta los años de publicación de la revista, los géneros encontrados en las secciones y una descrición de estas. Para un mejor análisis de esos discursos, se crearon cuatro categorías cuyas temáticas se encuentran presentes en las ediciones recogidas y en una mayor ocurrencia: niñez y papeles sociales; la niñez, el patriotismo y la formación ciudadana; la niñez y la familia; y la niñez y la escuela. Fueran seleccionados para la fundamentación teórica sobre História de la niñez y de la educación en la Primera República – contexto en que se pasa esta investigación – teóricos como Ariès (1981), Rizzini (2011), Gondra (2000), Kuhlmann Jr. (1998; 2001; 2002), Saviani (2008), entre otros, y para la fundamentación teórica sobre los impresos educacionales , teóricos como Nóvoa (1997), Caspard (1981), Fernandes (2008) , Chartier (2009) entre otros. Además, esta investigación hizo un análisis del discurso a partir de la perspectiva analítico-discursiva de Mikhail Bakhtin (1997; 2002; 2006) cuyos resultados apuntaran para una concepción de niñez y de educación para la niñez en un momento en que ellas eran vistas como el futuro ciudadano de la sociedad moderna que necesitaba de cuidados.Item 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/6009592378453661This 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.Item Acesso aberto (Open Access) “Cruzando a linha”: afro-religiosidade, implementação da lei 10.639/03 e as fronteiras da educação escolar-um estudo com professores da educação básica(Universidade Federal do Pará, 2017-08-14) OLIVEIRA, Ilka Joseane Pinheiro; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056This dissertation constitutes a reflection about the role of Afro-religiosity in education as a theme capable of rethinking the notion of subject, education and culture in the institutional spaces of teaching, promoting the debate of ethnic-racial differences aimed at teachers of basic education, Having as subjects of this research students of the Specialization Group "Policies of Racial Equality in the School - III Class of the African and Afro-Brazilian Knowledge in the Amazon: implementation of Law 10.639/03", promoted by the Federal University of Pará - UFPA, from Of the Group of Afro- Amazonian Studies - GEAAM in partnership between Group of Studies Society, Culture and Education - GESCED, from 2015 to 2016. The locus of the research occurred in the pole of Castanhal. The research developed from a theoretical perspective of cultural studies with categories that debate culture, identity and power, which helped to think the religious field, and more specifically the plots and meanings produced by the teachers about Afro-Brazilian religions from this specialization. The research is inserted in a postcritical perspective in education and is qualitative. As a methodological strategy, participant observation was based on ethnography, based on analysis of oral and written narratives. Among the oral ones, the analysis was based on semi-structured interviews of teachers and narratives recorded in academic programs with the participation of the black, Afro-religious movement and members of the coordination of the postgraduate course. From the written sources we use reports from the subject "Afro-Brazilian culture and religions" and from the final works produced by the teachers. The first findings are that education and Afro-religiosity think of it as a hybrid frontier of difference in school, which has specific historical-social constructions, of the places accepted from where blacks and Afro-religious should occupy. Afro-religiosity is not included as a specific and separate point in the text of the National Curriculum Guidelines for Ethnic-Racial Relations Education or Law 10.639 / 03 that should be taught in schools. But in a movement of cultural processes where symbols are appropriated in various ways, they take shape over the teachers' pedagogical experiences that are marked and remarked by Law 10.639 / 03, arising in the midst of the politics of difference. The formative processes with teachers of basic education performatizam the subjects, (re) putting the subjective, the bodies, the cultural experiences in the school institutions.Item 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/2060977814636465The 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.Item Acesso aberto (Open Access) Discurso sobre violência contra a criança nas notícias do jornal “Folha do Norte” em Belém do Pará: perspectiva de educação no início do século XX(Universidade Federal do Pará, 2019-05-31) VIANA, Carmeci dos Reis; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661Concerned with the themes of Childhood, Violence and Education, I seek in this Master's Dissertation to investigate violence against children, through the discourses present in the Folha do Norte newspaper at the beginning of the 20th century in Belém do Pará. as a guiding question of the study: "What discourses / practices of violence against children are presented in the Folha do Norte newspaper in the early 20th century in Belém do Pará?" In order to promote the debate on a subject so relevant to the understanding of construction of the child subject and his childhood in Bethlehem we brought as general objective: To analyze the situations of violence against children in Belém do Pará at the beginning of the 20th century and its relation with the social, educational and cultural context of the period investigated. As for the specific objectives we have: (1) To identify the typology of violence against the child that was registered more frequently in the News of the Journal; (2) To reveal the discourses that are related to violence and to the education of the infancy in the investigated sources; (3) Elucidate how the culture of violence perpetrated against the child affected age, gender, and socioeconomic status; (4) Understand that discourses on violence against children and early childhood education related to the social, political, economic, cultural and educational context of the time. This documentary research has the corpus constituted by specific subjects of the phenomenon of violence against the child, in the Folha do Norte Journal, in the first decade of the twentieth century. The theoretical reference used as input for the analysis of the collected data is based on the theorems of Mikhail Bakhtin on discourse. From this work, we realized that the newspapers of the time built a discourse about the child and / or about violence and its relationship with the child. And that these senses are representative of the nationalist, hygienist and progress ideal that defended themselves at the time.Item 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/1723722364556016The 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.Item Acesso aberto (Open Access) A educação na era da técnica e o des-encobrimento poético segundo Martin Heidegger(Universidade Federal do Pará, 2018-02-28) PONTES, Lucival Barbalho; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078The question of technique is a frontal preoccupation in the thought of Martin Heidegger after the 1930s, since it becomes the guiding thread of the conjunctural analysis that the German philosopher effects to understand the ultimate metaphysical stage erected by man since the essence of technique (Gestell/enframing) was installed as an epochal principle of the atomic age. In this scenario, the sciences in general, as well as education, were coopted by the essence of the technique, which was based on contemporaneity, thus resulting in harmful consequences for the field of education, since it was converted into human resources training, capable of forgetting the fundamental and original questioning. However, for Heidegger even in the imminence of his overthrow, man preserves the essence of what saves him, and from the disguise of his forgotten essence he can take the steps that make emerge his essential poeticity, so abandoned since delivered to the essence of the technique (Gestell/enframing). Thus, it is thought to look ontologically to education insofar as it has become an instrument of technique, to show that it can be a vector of change in this panorama, so that man is not a mere technician, because education has the power to reveal to the same possibilities still not glimpsed of truths, it is up to the masters, to rise as poets, to enable the flourishing of the questioning as a tool that can open a world of genuine unveiling, to serenity bring to the fore the let-learn as the maxim of an aporetic act, as suggested by Heidegger. Thus, this research in philosophy of education, carries out a hermeneutic-phenomenological analysis of the problematic raised from several texts of Heidegger in the maturity of its thought, being capital between this collection of texts, its conference titled Question concerning technology (1953), in order to point out the way in which an era dominated by technique was established, which imposed on man a destination. In addition, there are dialogues with great scholars of the mentioned subject, among them: Benedito Nunes, Marco Antonio Casanova, Ernildo Stein and Steven Hodge.Item 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/5826372225106245The 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.Item Acesso aberto (Open Access) O ensino de filosofia e a formação do ser-sujeito-criança na educação de Paulo Freire(Universidade Federal do Pará, 2018-02-27) BARBOSA, Cleuma de Melo; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/0351310423782928Item Acesso aberto (Open Access) Entre o coercitivo e o educativo: análise da responsabilização socioeducativa no Programa de Medidas em Meio Aberto(Universidade Federal do Pará, 2019-02-26) SILVA, Regina Célia Nascimento; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/7717970084199162The purpose of this study is to contextualize the application of socio - educational measures, the contradictions experienced by the institutions that attend adolescents who are responsible for infractions, and the pedagogical and sanctioning duty of the socio - education. It will be sought to understand the meanings and meanings that the adolescents accused of the practice of infractions attributing to the interventions directed to them, as well as the pedagogical practices developed in the Specialized Reference Center for Social Assistance (CREAS), the main municipal public institution , responsible for offering the service of monitoring socio-educational measures in the middle of the open, in the Municipality of Barcarena. The research methodology was based on a qualitative approach, based on bibliographical research and the application of questionnaires with the subjects of the research-adolescents in compliance with socio-educational measures in the Open Environment and pedagogues active in the socioeducation. As a theoretical reference, the research is supported by Michael Foucault's Birth of Biopolitics (2008) and Vigiar e Punir (1984), which emphasize the discourses, practices and devices of power and the different modes of government that mark the historical process of our emphasizing the concept of governance. The thinking presented by Loïc Wacquant in his books, Prisons of Misery (2001) and Punishing the Poor (2007), which, in general, portrays the consequences of a policy of exclusion adopted by the State, in order to isolate social interaction the less favored classes. It is based on the readings of Pinheiro (2006) and Rizzini (1997; 2009) as a way to understand how Brazilian legislation regarding children and adolescents has been historically constructed.Item Acesso aberto (Open Access) Entre risco e proteção: eventos estressores no desenvolvimento de adolescentes e jovens estudantes de escolas públicas de Belém/PA(Universidade Federal do Pará, 2018-03-06) SANTOS, Mateus Souza dos; SILVA, Lúcia Isabel da Conceição; http://lattes.cnpq.br/5758168217659420This dissertation aims to understand the implications of exposure to stressful events in the lives of teenagers and young students in public schools and the possible interactions between risk factors (stressor events) and development protection factors. This is a multi-method research organized in two studies. The first one consists of a Systematic Review of Literature (SRL) on stressful events in the development of Brazilian children, teenagers and young people, whose aim was to construct a panorama of research on the subject. The articles were selected in the Portal of Periodicals of CAPES, SciELO and the Virtual Health Library - Brazil (VHL-BR), totalizing a set of 21 empirical articles. The results indicated the lack of productions on the subject in the North of Brazil and that the youth, as analytical category, is not so evidenced. The analysis of the research landscape indicated three investigative tendencies: the first one refers to the studies that deal with the implications of the stressor events in the development; the second relates to research that discusses these implications but relates them to other variables in order to identify the developmental outcomes of stress exposure; the third, and last, concerns the processes that can act as moderators between stressors and developmental outcomes. The second, quantitative-qualitative study was organized in two samples: the first (quantitative) sample consisted of 510 (five hundred and ten) students from 8 (eight) public schools in the city of Belém, of both sexes, with ages between 12 and 24 years, who responded to the Inventory of Stressful Events in Adolescence - IEEA; the second (qualitative) sample consisted of 1 (one) Dialogue Group - DG, with a total of 32 students from the 1st year of high school, held in one of the participating schools of the first stage of the research. The purpose of the DG was to understand perceptions, meanings and interactions between risk factors and protection in adolescence and youth. The results indicated a very diverse scenario of stressful events in which the participants were exposed, above all, in the family and school microsystems. The survey also identified strong impacts of sexual violence on development. As a protective factor, it was found that the relations of friendship had a very important moderating role in the face of these adversities. Finally, it was discussed the need of other protective processes to be potentialized and perceived by young people, especially in the family and at school, since there are stressors that need to be addressed in an articulated way with the help of these institutions.Item 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/6649004854958284This 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.Item 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/0000-0002-4528-9907The 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.Item 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/8132595498104759This 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.Item Acesso aberto (Open Access) A extensão universitária como práxis educativa do bacharel em direito da Universidade Federal do Pará: o caso do Núcleo de Assessoria Jurídica Universitária Popular Aldeia Kayapó (2004-2014)(Universidade Federal do Pará, 2017-02-21) GOMES, Raphael Carmesin; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/7717970084199162This research aims to identify what the function of the University Extension to degree of UFPA’s Bachelor of Law, having as a case study the Núcleo de Assessoria Jurídica Universitária Popular “Aldeia Kayapó” (NAJUPAK). To achieving it, we describe, briefly, the pattern of universitary institution, principally of the University Extension to verify what kind of university extension was contitute historically into the degree of UFPA’S Bachelor of Law. Then, we analyse the extension activity of Bachelor of Law as praxis, to explore the praxis of NAJUPAK. The procedure to gather datas is based in the documental research, principally books and papers that support at the path of dissertation, in the official documents that rule de University Extension (laws, management reports, etc.), in analysis of extension program selected. The research is based also in interviews made with subjects that belong to NAJUPAK during their degrees. This datas are confronted with theoretical background and with datas collected documentally. We see that NAJUPAK was a counterpoint in relation to formation at UFPA’s Law. While the “official” curriculum is constitute by stanch juridical disciplines of positivism, the NAJUPAK allowed to Bachelors unique educative experiences, evoking subjects, authors and methodologies of teaching.Item Acesso aberto (Open Access) A formação continuada dos professores dos anos iniciais da escola bosque: limites e possibilidades(Universidade Federal do Pará, 2019-05-29) REIS, Larina Gabriela Lima dos; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561; https://orcid.org/0000-0002-5209-9693The teacher training in Brazil has taking the leading role in educational policies. Changes in the productive basis around the world have brought changes in the schooling process of the Basic Education and, therefore, in teacher training. Parallel to this, transformations in the job, career and in teacher valorization have become important elements to reconfigure the professional's condition at this stage of schooling, including investments in public policies for continuing training, such as the National Pact for Literacy at the Right Age (the PNAIC, in Portuguese). The project was established by the Ministry of Education of Brazil in 2012 for the early years of Elementary School, focusing on the literacy of children up to eight years old. The main aim of the research was examine the teacher training policies, the pedagogical and methodological concepts and the evaluation system that guide the PNAIC. Specially, its contribution on the teaching in the Escola Bosque Eidorfe Moreira, which was founded to be an environmental education reference and whose pedagogical intend is different from the PNAIC. This qualitative research explored and analyzed the official documents about the Pact, as well as the materials of partner universities, and bibliographic survey about continuing training, the job and the teacher accountability. During the field research, teachers from this stage of schooling were interviewed to verify the potential effects of this Pact in the pedagogical practice of teachers. The data analysis considered that the speeches involve beliefs, values, geographical and historical situation which the teachers are in, what define too the way of acting and treating another one, that happens by concrete and not abstract statements. The results point out the need for greater articulation between the federal entities and the teaching institutions to adopt a continuing training program. It may fits for the regional educational peculiarities and articulates with each context and spheres of government, and besides that provides to keep the singularities, the autonomy and the teachers and students’ needs, so that the definition of the training parameters does not occur only at the national level. In conclusion, the PNAIC is characterized as an educational policy that intend to professionalize the teachers and offer a technical formation to them, according to a neoliberal logic, from the standardization of pedagogical work and materials, including largescale evaluations as a form of regulation. However, it is necessary a teacher training based on the school reality, context and needs of teachers, and should be considered the local culture, regional particularities and demands of the school community.
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