Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
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Item Acesso aberto (Open Access) 1955: o saber matemático escolar na subjetivação de trabalhadores(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.Item Acesso aberto (Open Access) 1963: educação, ciência e redenção econômica em uma capital na periferia da modernidade: a Escola de Chimica Industrial na Belém dos anos 1920(Universidade Federal do Pará, 2016-03-23) MACHADO, Jorge Ricardo Coutinho; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243In the 1920s, in Belem (a town in Pará-Amazon-Brazil), merchants and scientists to join through negotiations and interest agreements, to the creation of an analytical laboratory with the aim of researching of amazonian natural products capable of being used in the industry and thereby inaugurate a new cycle of economic prosperity after the end of the so-called "latex cycle" (the amazonian belle époque). The laboratory of analysis, almost simultaneously became a laboratory-school for training chemists, according to a training model previously initiated in Europe and that has shaped from then on, all training systems of professionals of chemistry. This laboratory-school (which existed from 1922 to 1930) graduated nine industrial chemists and published a scientific bulletin with the results of research conducted at the institution. This narrative unfolds in the chapters of this study, which are developed more detailed reports about the actors (human and non-human agents) involved in a network, in this history: the Amazon region with its natural products and the city of Belém of Pará capital on the outskirts of modernity; chemistry, a modern science expanding in the world; diplomats, politicians, merchants, chemistry students and scientiststeachers. The analyzes conducted had supported mainly in the Sociology of Translation, theoretical tool that allows to map inseparably the assembled elements in this network, whose tessitura also contribute those derived by nature and those of society, without asymmetries. The conclusions allows verify the fertility of the approach (Social Studies about Science and Technology) in the construction of narratives about objects which, although already studied by traditional historiography, were being treated asymmetrically, without giving voice with equal eloquence to scientists, amazonian natural products, politicians and traders, resulting often in hagiographies or narratives drived by positive arrow of progress and advancing of the "wrong past" to "correct future." It is expected that stories like this, written with support in the Sociology of Translation, can shed new light on the history of the expansion of the natural sciences in the Amazon, by presenting not a story of winners (or occupation of an " epistemological emptiness"), but that one where we can see the science in action, with all negotiations, hesitations, beliefs, setbacks and recalcitrances, typically presents in a open life field, where reason and passion; knowledge and power intertwine inseparably.Item Acesso aberto (Open Access) Aprendizagem criativa e suas condições favorecedoras em um espaço de educação não formal: uma pesquisa com monitores de biologia no Centro de Ciências e Planetário do Pará(Universidade Federal do Pará, 2019-10-17) SILVA, Kharem Cristine dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249The present study analyzed moments of creative learning by two Biology monitors from the Science Center and Planetarium of Pará - CCPP and the favorable conditions for such learning. The study was inspired by the Theory of Subjectivity and Qualitative Epistemology proposed by González Rey. In this perspective, one of the desirable forms of learning is creative learning, characterized by the personalization of information, the confrontation with the data and the production of new ideas. For the constructive interpretative analysis of the results of this research, interviews, questionnaires, sentence supplements, informal conversations and observations of the moments of presentation to the public in the biology spaces at the CCPP were used. Motivated to communicate effectively with the public, the monitors creatively learned about the scientific content they needed to communicate (accessing various sources and interacting with colleagues) and to contextualize the content in various ways (with films, themes from the daily lives of visitors, stories from the science, objects available in spaces, subjects from other areas of science). The favorable conditions for the creative learning of the monitors included subjective productions constituted in the social spaces in which they participated, throughout their life trajectories and others produced in the social space of the CCPP, based on institutional values and interaction with visitors, who participated in the subjective (re) configuration of their teaching actions.Item Acesso aberto (Open Access) A aprendizagem inventiva no ensino de ciências: composições, traçados nômades e outros encontros(Universidade Federal do Pará, 2017-08-24) RAMOS, Maria Neide Carneiro; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285The teaching of science, when influenced by modern scientism, leads to its educational and scholastic practices a dogmatic modeling, taken by a regal science / state science. The idea is to problematize a learning that happens in a heterogeneous field, marked by multiplicities, that put students and teachers in a science class in experiential encounters with what is problematic in science teaching. Faced with this, one asks: what meetings can one be prone to in a science class? As a student and teacher move a science class by the contingency of events and signs in science teaching? What leads teaching and learning to a challenging field that triggers inventive ways in science classes? How do these events, meetings, and signs mark cracks in standardization, methods, norms, theories that tend to tell you how to teach and how to learn in science teaching? The research aims to: Map the lines on which science teaching moves in science class by means of heterogeneous variations and compositions; Mapping the affections, the games of forces, the fissures, the cuts, the openings, that go through science classes and place learning as an inventive process; To problematize under what circumstances an experimentation with a problematic field can produce elements for an inventive learning in sciences. The study is mobilized by the bibliographic reference of the Philosophy of Difference of Gilles Deleuze and Félix Guattari, as well as connection and agency with commentators, authors of the area of science teaching and education. In the ways of the concept of Event he ventures into an inventive-experimental game of a research-thesis, taking some philosophical reflections as interpretive tools to compose a kind of scenario, taking off philosophical concepts from the authors mentioned above, to think about education in sciences. The research also presents an empirical work, carried out in the Science Club, in the Institute of Scientific Education and Mathematics of the Federal University of Pará, presented in the form of thematic cuts. Faced with theoretical and empirical work, it can be said that learning in science education is traversed by aberrant forms that foster a strange variation in teaching and learning, which, not being model, runs through a problematic field produced by the signs in which the student it is prone, signs of a triggering learning of sensations, producer of affects in science teaching - Here called inventive learning, upon which the body, thought finds its own lines when mobilized by encounters, arranges its own (of) compositions of learn, although they are not always harmonious or at least in accordance with the way knowledge is instituted.Item Acesso aberto (Open Access) A biologia e a invenção de um corpo normal(Universidade Federal do Pará, 2019-12-13) TAVARES, Geórgia de Souza; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/0000-0002-9771-4610Life! It speaks both of an inherent quality of the living as much as what the living do. Without noticing, the two perspectives are mixed, and more, they are linked to each other. Is it what make us alive that says how we should behave? Is it the anatomy-physiology that determines what is the correct behavior to live life? The Greek terms bíos (forms of life) and zoé (common life of animals, men and gods) appear to cut off the certainty that biology studies life, seen from this perspective as a cohesive unit. The thesis defended here is that the tripod form - function - reproduction is the basis of a biology of the norm/moral, sustaining the construction of a standard way of life. Using the analytical tools of Michel Foucault, the human body and the interlacing spaces of life, living and experience are placed as protagonists. As a criterion for choosing the materials which compose the thesis, emerged the ones which make us see how the norm biology is part of our lives, guiding our actions and validating what is said and what we say to be right actions. The focus was placed on the saying about a moral for human behavior, which uses biology as a validation argument. Therefore, the diversity of elements became documents. The material used went through formal education (textbooks; academics); the media (television news, magazines); leisure spaces (movies, literature); laws and decrees. From this point we built arguments to answer the questions: What is this life that Biology says to study? How does this tripod (form - function - reproduction) sustain bíos life (qualified life) as it is presented today? What living are we making with this perspective? Understanding that life express much more about political aspects than purely anatomical-physiological, we come to the construction of two new terms, to support diversification: zoélogia and bíoslogia, spot of living bodies which escape, do not plant the whole medium curves. And the plural ways of life run through the zoélogia. Whether on its surface we see a common, natural, animal-life, in its base the contingency guarantees the possibilities that are so cherished to the living.Item Acesso aberto (Open Access) Capital global das escolas e desigualdade de desempenho em matemática em avaliações de larga escala no Brasil(Universidade Federal do Pará, 2020-04-28) PALHETA, Franciney Carvalho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101XThis research presents a study on the inequality of performance in Mathematics, of students of the 5th year of Elementary School, in large-scale educational evaluation, in this case, Prova Brasil. The objective is to show the relation of the inequality of performance in Mathematics of the students of 5th grade of elementary school, in Prova Brasil, with the distribution of economic, cultural and social capital by schools. It is a quanti-qualitative research, with a sample of 2,592 schools, which used data from SAEB and the SCHOOL CENSUS, both from 2015. It is theoretically based on the concepts of Bourdieu's Theory, namely: economic capital, cultural capital, social capital, fields and habitus, to build context indicators, based on Item Response Theory. Thus, nine components related to these capitals were arrived at, for the schools in the sample, categorized on a four-level scale (LOW, MEDIUM, INTERMEDIATE and SUPERIOR). In order to analyze the relationship between capital and inequality of performance in Mathematics, a Panel of Capital Indicators was created, used to obtain the distribution of capital among schools. There was also a crossing of the Indicators Panel with five ranges of performance inequality in Mathematics. The research showed that although there are educational networks that manage to reach or exceed IDEB goals, these networks still present great inequality of performance in Mathematics. The transfer of cultural capital by schools is more significant through the capital associated with teachers (cultural and social). As greater capital decapitalization occurs in schools, the greater is the inequality of performance of students in Mathematics, that is, there is an inverse relationship between global capital available in schools and inequality of performance in Mathematics.Item Acesso aberto (Open Access) Ciência e verdade em Nietzsche(Universidade Federal do Pará, 2017-05-26) COSTA, José de Ribamar Oliveira; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285The concept of truth coined from the contributions of tradition assumes essential or substantial content. Knowledge is and can only be named by composing a form. Nietzsche is the thinker who punctuates reversed representational from the concept of the will of truth. Being the truth of the order of the world, of moral values and interests, it has no essence or fixed form. This concept is crossed by cultural, political and social issues. Interests intersect with Nietzsche's interests for knowledge, truth and science. If at any point in his published work he maintained an interest in science, it was because he understood that scientific knowledge opens criticism, but if at another moment, in his experimental and perspectivist form, he takes up these reflections to show the contingent referential of science. What displeases Nietzsche is to think that science can be placed as a superior knowledge with marked rationality, preventing man from exercising his creative and inventive potential, because he knows that the intellect takes the greatest inventive act. So, he asks art as a path in order of remembering that there is in knowledge much more creation than certainties and truths. The research shows that Nietzsche's literature can be inspiring for science education, not for denying science, but for affirming knowledge joy, alive, human, and creative.Item Acesso aberto (Open Access) Ciências naturais no ensino profissional do Pará: : Instituto de Educando Artífices e Instituto Lauro Sodré (1870/1901)(Universidade Federal do Pará, 2019-04-04) TEIXEIRA, Kelúbia Soares; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243The aim of this paper was to analyse the process of insertion of the Natural Sciences in the curriculum of the first Institute of Vocational Training of Pará (Belém, Pará state, Brazil), during both periods: from 1870 to 1897 – when it worked as Institute of Educating Artificers – and from 1897 to 1901 – when it functioned as Lauro Sodré Institute. Our results showed that the Natural Sciences were part of the Institute of Educating Artificers with subjects as “Brief Rudiments of Physiscs and chemistry” during the primary school from 1870 to 1883, and also in the Industrial Course of the Lauro Sodré Institute with the subjects Physics, Chemistry, History of the Three Kingdoms, Notions of Zoology and Botany from 1899 to 1901. It is noteworthy that modern scientific rationality began to be expanded in the Amazon by the sea with the steamships arriving from Europe. Then, the city of Belem began to take off as an urban center around the 70,s, under the particular name of Amazon Belle Èpoque. From the establishment of the Republic in Brazil, the urbanization process accelerated and Belém modernized. It is evidenced that the modernization of the city of Belém during the Belle Èpoque ofefered conditions for the instruction of the Natural Sciences in the curriculum of the Institute of educating Artificers and Lauro sodré Institute, reflecting the Amazonian context of valorization of the sciences as indispensable knowledge for modernization prmoting the formation of a type of individual whose discourses investigated pointed as being a workman. Our study suggested that since childhood, the student was introduced in this discursive order to receive instruction for a “useful” carrer to the state – generating profit the province – and for the constitution of modern civilized society, being in the order of discourse a subject who dominated the scientific knowledge of the modern world, wisdom that came to the Amazon as a model to be followed.Item Acesso aberto (Open Access) Conceitos e saberes astronômicos da disciplina cosmografia (1892-1932)(Universidade Federal do Pará, 2021-02-17) SOUZA, Elenton Oliveira de; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/ 0000-0003-1641-7014This research aims to carry out an analytical description of the astronomical knowledge of the Cosmography discipline (1892-1932), in order to verify if there is Continuity or discontinuity like these Astronomical knowledge of the Cosmography discipline as school knowledge in relation to Astronomy. For this, a Genealogy of knowledge based on Michel Foucault will be carried out, to analyze statements in pursuit of the objectives of this research text and analyze whether there is continuity or discontinuity “delimiting” the text in the epistemological perspective on the knowledge of the Cosmography and Astronomy disciplines in the books of Cosmography. Assuming the theoretical foundations of Foucault. Thus, they will be asked about the power relations that will emerge from astronomical knowledge, its statements, and mechanisms of interdiction on discourse. Also make a list of the importance of teaching Astronomy today and its relationship with the teaching of Science today, and also the training of Natural Science Teachers and the teaching of Astronomy.Item Acesso aberto (Open Access) Condições culturais de inserção da história natural na instrução pública do Pará (1851-1891)(Universidade Federal do Pará, 2023-03-16) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243This thesis intends to contribute for historiography about the process of institutionalization of science in schools and your main objective is to analyze the process of insertion of the Natural History in public education in Pará, the characteristics it assumed and the cultural conditions that made possible. The thesis covers a period between 1851 and the initial period of the first Republic, 1891. This initial period of analysis is justified by the fact of the Botany was included in the curriculum of Liceu Paraense, with the creation of the subject Elements of Physics, Chemistry and general principles of Botany, in 1851. The subject Natural History would only be introduced in 1873, when it became part of the curriculum of the Curso Normal, attached to the Liceu Paraense, integrating the subject General Notions of Physics, Chemistry, Natural History and Agriculture, being withdrawn shortly afterwards, 1874. After the advent of the Republic, in 1889, disciplines from the field of Natural History were introduced into the curriculum of Liceu Paraense and Escola Normal, with other disciplines such as Biology, Hygiene and School Hygiene appearing in both schools. The three moments that stand out above constitute the chapters of this thesis, which is based on theorizations of the fields of study of curriculum history, history of school subjects and Cultural Studies. In order to analyze the characteristics, representations and meanings attributed to Natural History in each of these contexts, we rescued the teaching plans and other documents that indicate the specificities that this science assumed in the Pará school curriculum. With regard to the conditions that made it possible, we will investigate, above all, the speeches of the time, printed, above all, in newspapers and government reports of the time. We found, firstly, the presence of activities linked to the field of Natural History, such as those of naturalists and research in Botany at context of the local culture, were important factors for the insertion, at first, of Botany among the Sciences, which constituted the first scientific subject in the curriculum of public education in Pará. Posteriorly, we saw that although there were people with thoughts focused on the insertion of such knowledge in education, proposing its insertion, they did not remain for cultural reasons alleged in the speeches conveyed in the newspapers of the time as being of disinterest. In the last period, that of the Republic, there are indications that this knowledge may have been introduced and consolidated in the culture and in local school system, bearing in mind that there were reforms in order to adapt to a new regime in which science became more valued.Item Acesso aberto (Open Access) Currículo e ensino de ciências na educação de jovens e adultos: entre linhas, saberes e diferença(Universidade Federal do Pará, 2013-03-30) CORRÊA, Edilena Maria; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285The research is the result of a study that sought to grope the margins of a science curriculum through their powers and creative possibilities, debating, on the other hand, the science curriculum the gets entrenched by objective knowledge. With this, the study aims to think the idea of curriculum that permeates the difference. The study raises the following questions investigation: What are the powers of popular knowledge that emerge into school mid curriculum? What methods which experiments could be thought at Youth and Adults Education Schools? Is it possible to think of an image of Youth and Adults science curriculum that is beyond of its mere offered, and it is in favor of a difference? The main objective was to investigate whether the popular wisdom that emerges in the mid curriculum science may promote new ways of stocks and creative experiences with regard to the science curriculum of Youth and Adults Education in the city of Cametá, Pará, as well as, the possibilities and the effects that this knowledge brings to this curriculum. Therefore, it is elected as a source of bibliographic material and empirical study. The theoretical reference takes the thought of difference of Gilles Deleuze and Felix Guattari, the concepts used were: Smallest, rhizome, transversality and difference. The choice was made by the authors who understand that they allow going beyond thinking of a sedentary and neutralizing of curriculum in the same way by understanding that both authors radicalize any dogmatic thought in favor of a difference. Thus, even though, these authors have not thought education seeks a thought of resistance, transversality, which suggests the science curriculum by opened ways and flexible, and helps to promote integration between scientific and popular knowledge in the curriculum science. The empirical part of the research consists into the living experiences in the science classrooms with students and a teacher of Yo uth and Adults (Elementary school) in a public school in the city of Cametá, where I could try an example of a science curriculum upon their movements, powers, and possibilities. For filing such experiences, it was used a field diary which were done notes of formal and informal dialogs among the students and the teacher, classes meetings, student and researcher. As a result, I bring the idea of curriculum design from a rhizome, a vision that allows transit between knowledge, but a means of which rises and overflows in constant motion. And it is under this approach to curriculum that discusses the research. By the force of difference and multiplicity instead of identity, becoming instead of being. Is it understand that I can think of a curriculum by way of a difference when students, school, teachers understand that crossings exist in the curriculum.Item Acesso aberto (Open Access) De louco, todo mundo tem um pouco: os discursos sobre inclusão escolar e a produção dos sujeitos anormais(Universidade Federal do Pará, 2021-05-14) LINHARES, Marcos Allan da Silva; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937 Endereço; https://orcid.org/ 0000-0002-9771-4610This paper proposes to analyze statements that produce a contemporary madness in school, more precisely in teacher training booklets, media artifacts, documents that rule Brazilian basic education, among others. It draws attention to the way the school participates in the creation of a contemporary madness that now needs to be included in the institutional environment, creating ways to see the so-called different individuals who arrive in this environment. It is important to remember that what we call school madness, in the context of this dissertation, refers to the production of individuals pointed out as those with mental deficit (those identified as autistic, with attention disorders, hyperactivity, bipolar, schizophrenic, among others). This dissertation is also drawn within a discursive analysis, mainly of the perspective from the philosophy of difference thinkers, who escape from the idea of “the discovery of a speech”, from an origin or from a starting point for the production of what they speak. Following this path, we understand that speeches materialize the objects they speak of, tell about their lives and create ways of being and acting in our daily lives. For the choice of the analysis material, we invested in a methodology that walks along with the research process; it becomes the process, both of writing and thought, similar to the steps of a cartographic methodology. This type of research also reverses the traditional sense of method, proposing no longer a walk to achieve prefixed goals, but the primacy of a walk that traces, during the way, its goals. In the analysis, the statement that soon emerged was about the “recognition” of the crazy individuals in school. There was (and there is still) the production of scripts and protocols that teach education professionals how to recognize different students in school. Another noteworthy statement was about the supposed care and feeling of condescension that arose in relationships woven with the crazy students. We also raise questions about the statement “education for all” and about how the adoption of this motto in school and education has been creating goals and abilities that need to be monitored and developed by school students. By investing in these statements, we disregard the multiple forms of life that occupy the school and, consequently, the immense possibilities potentialities and possibilities of learning, existence and life.Item Acesso aberto (Open Access) Do Campo à escola: as ciências no ensino agrícola do Pará (1909-1921)(Universidade Federal do Pará, 2021-04-22) SANTOS, José Arimatéa Gouveia dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243This Thesis aims to analyze the dissemination of Sciences through Agricultural Education in Pará, between 1909 and 1921. This period is justified by the creation of the Campo de Cultura Experimental, in 1909, and is understood until 1921, when the Escola de Agronomia do Pará of To present the consolidation of your activities. To achieve our intent, we approached a historiography that considers the conditions of possibilities for the Natural Sciences to be present in agricultural institutions. And among these possibilities, we emphasize the discourses, although not disregarding the other elements. This approach classifies the historiographic methodology developed by authors such as Foucault (1986) and Wortmann and Veiga-Neto (2001), who consider the discursive as a historical condition for the emergence of objects. Finally, in relation to the diffusion of Sciences in the historical, social and cultural context in the region outlined here, we rely on Science historians such as Saldaña (2000) and Quevedo (2000). As research of a historical nature, the sources used were mainly the newspaper Estado do Pará and the Mensagens de Governo do Estado do Pará, in which we analyzed the discourses of Agricultural Education based on Science. As a result of the research, we can consider that the diffusion of Sciences in Agricultural Education in Pará, between 1909 and 1921, was mediated by cultural, social and historical aspects, producing effects so that this diffusion occurred in a gradual and unstable way, starting in the Campo de Cultura Experimental, from a single saber, Agricultural Zoology, in 1911. Then, in 1913, Agricultural Education was proposed by Law to be implemented in a set of schools and other agricultural institutions and forms of education with a variety of knowledge of Sciences. However, despite this law, the proposal for this teaching was not in line with what was observed in the discourses about it, as the sources indicated that the Sciences were in the form of didactic collections, in 1916. In the following year, in 1917, an agricultural secondary school was created with a curriculum rich in Natural Sciences, but it did not provide continuity in its functioning, being another case of instability in the Sciences. However, through higher education, as Science they were consolidated, between 1919 and 1921, through curriculum, teaching practices and articles published in journals by professors from the Escola de Agronomia e Veterinária do Pará.Item Acesso aberto (Open Access) História e currículo do curso de física (licenciatura) da Universidade Federal do Pará (1955-1976)(Universidade Federal do Pará, 2020-03-05) SANTOS, Janes Kened Rodrigues dos; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243Item Acesso aberto (Open Access) Sobre a escrita da vida: deslocamentos entre currículo, formação e prática pedagógica(Universidade Federal do Pará, 2017-11-08) MARTINS, MarÍlia Frade; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610This dissertation answers to the purpose of describing the force of the discourse and the effects produced in the teacher's modes of thinking. This paper carries questions that make appear the identity of the integrating teacher, produced in the Integrated Degree in Education, Science, Mathematics and Languages of the Federal University of Pará. The materiality of the discourse that it is necessary to overcome the economic inefficiency through scientific education and do things differently marks the ways of the integrating teacher to think the three central themes of this research: curriculum, teacher training and pedagogical practice. From the effects produced, an inventive writing aboutother ways of thinking and writing pedagogical training and practice is created. The methodology corresponds to a mix of Michel Foucault's discourse analysis, the writings of Jorge Larrosa about experience, and the biographical treatment of Roland Barthes. Although education serves asaninstrument/product of the economic and scientific discursive order, it is possible to create spaces of resistance and deviation in the current normalizations.