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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Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Formação de professores e relações étnico-raciais: estudo sobre as produções científicas do período de 2003-2013
(Universidade Federal do Pará, 2018-02-23) BRITO, Nicelma Josenila Costa de; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This work examines the theme of teacher education, through the cut from the state-of-the-art object on teacher education and ethnic-racial relations, published between 2003 and 2013, in periodicals with A1 to B5 qualifications, theses and dissertations and related events in the period that marked ten years of enactment of Law n. 10,639 / 2003. The purpose of this bibliographical study is to analyze the literature on the subject of teacher training and ethnic-racial relations during the period 2003 to 2013, which marks ten years of Law no. 10,639 / 2003. Anchored to this, the specific objectives intend to distinguish what features are conferred on the academic production published in the qualified journals, during the ten years of the law that establishes the obligation to include the theme of Afro-Brazilian History and Culture in the official curriculum of the educational network; to identify the conformation of these discussions in theses and dissertations regarding recurrences, theoretical-methodological contributions and the outlined perspectives; to relate the works published in events situating aspects present in the specialized literature, structuring in the production of meanings that circulate in this field. The problem that triggers this research is based on the need to intensify studies of this nature which demand the analysis of production in certain fields. In this aspect, the research questions that will permeate this doctoral thesis, inquire: What features are conferred on the academic production published in the ten years of the law that establishes the obligation to include the topic of Afro-Brazilian History and Culture in the official curriculum of the network of teaching? What is the conformation of these discussions in relation to recurrences, the theoretical-methodological contributions and the outlined perspectives? What aspects present in the specialized literature structure the meanings that circulate in this field? In view of the problematic presented, this study is based on the thesis that, the tensions mobilized in the legitimation of the field, in view of the enactment of Law no. 10,639 / 2003 present in their conformation guidelines that emerge from historically silenced demands. Amidst the disputes over the urgent and expensive themes of the issue of diversity in Brazilian education, the visibility given to the debate about the formation of teachers in intersection with ethnic-racial relations, marked by the production of articles in qualified journals, in theses and dissertations and publications in events, imposes displacements that assume modes of perception, and that generate practices and / or habitus, internalized in the teacher training processes and in the teaching practices of these. For the purpose of reading the object of the present proposal, the formulations on symbolic power, habitus and field in Pierre Bourdieu (1983, 1998, 1999, 2003) will be adopted as a theoretical-methodological contribution; representations in Chartier (1991, 1994), teacher training and ethnic-racial relations in Gomes (2001, 2003, 2004, 2005, 2011, 2012); Cavalleiro (2000); Coelho (2009, 2010, 2014); Coelho and Coelho (2013, 2013a, 2014) and state-of-the-art studies in André (2001, 2002, 2009, 2010); Brzezinski, Garrido, et. al. (2006); Brzezinski (2014). The methodological contribution will be supported by Bardin (2008), through the adoption of some techniques of Content Analysis to treat the information that will be raised through the analysis of the mapping of academic production on teacher training and ethnic-racial relations. The results indicate that, although it seems "there is a divorce, or a huge gap, between these researches and the reality of a significant part of the teacher training courses, especially in the different degrees" (SISS, 2005, p.10-11). ), the visibility given to the debate about the formation of teachers and ethnic-racial relations, registered in the elements that compose the corpus of this investigation, imposes displacements that engender practices and / or habitus, internalized in the processes of teacher training, representing a matrix of perception conforming the field.
Acesso aberto (Open Access)
A gestão do risco social na escola em documentos de promoção da saúde (2005 a 2015): análise da implicação do professor
(Universidade Federal do Pará, 2018-02-27) ALMEIDA, Leila Cristina da Conceição Santos; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
In this doctoral dissertation we discuss the plots of discursive networks that enunciate the teacher as manager of health indicators in the public school. Teaching capacity building and accountability devices are investigated as a healthy life government strategy. To that end, the problem question that guides the research is: in what way is the plot of the implication of the teacher as manager of social risk in discursive practices of health promotion in the school? In this sense, the general objective of this work is to analyze how the teacher's involvement in health promotion documents in school from 2005 to 2015 occurs. From this the following specific objectives are unfolded: to bring to the fore the history of governmentality and of biopolitics as the theoretical appropriation of the machinery of a power that incites modes of the subject to lead to self and others; to discuss the constitution of the economic political scenario in Brazil that served as a transition to the history of the present about the ways of managing social risk in the population; to problematize the curriculum of implication produced for the teacher and the indications of training in general indicators of health in the school; to analyze, in the selected documents, how the teacher involvement discourses in risk management by the promotion of social health in the school are woven. In addition to the philosopher Michel Foucault, this discussion is anchored also in the thinking of several authors, including Castel, Le Goff, Veyne, Oliveira, Gomes, Lapassade, Silva, Corazza. Using the Foucaultian genealogical-genealogical methodology, this is a bibliographical and documentary research that discusses, in four chapters, the danger of control of the discourse on the teacher in health strategies in the school. A dynamic, in which orders about social risk in school are constantly produced and on the teaching practice is credited other knowledges as updating practices. At the end of the research, it is affirmed that the plot of the speeches that imply the professor in strategies of health promotion operates in the name of a social health; that proposals of training / instruction to the teacher in documents of health indicators in the school, operate through biopolitical devices that incite creativity, protagonism and flexibility in teaching practice as a way to better govern social risk in the economically poor.

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