Dissertações em Educação (Mestrado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319

O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).

Navegar

Agora exibindo 1 - 20 de 105

Acesso aberto (Open Access)
A democratização da gestão escolar no município de Santa Bárbara do Pará a partir do PDE
(Universidade Federal do Pará, 2007-04-26) CASTRO, Maria Rosana de Oliveira; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study is on schools management democratization in Santa Bárbara do Pará promoted by PDE. It intended to identify PDEs contributions to school management , based on analyses of actions done at Escola Municipal do Livramento. It presents a discussion on State reform and the new proposal of public management, wich is more flexible and able to adapt itself to the tecnological development and to the new global economy needs, that made the State reform to give more importance to values like effient and qualitative services as well as management culture in the organizations. This work shows the connections between educational system and capitalism, that demanded, because of the agrarian exportation crisis (1920) and the improvement of urban-industrial field, better access to schools, mainly to the cities population, relationing education to development and to economy to solve the crisis. It is possible to observe, trhough the research, that educational public policies, originated from international organizations created new forms of regulation and management in the country, in this context appear Fundescola/PDE proposal of management, that reforces the principals role as a leader. The study verified that educational attendance at Pará and at North Region is centred over the eight first years in school (period called fundamental teaching), revealing a great difference from infantile education (little children) and middle teaching (teenagers) that receive few economic attentions. The discussion, presented, on management modernization focus the importance of autonomy and of the participation in the public school as a way to achieve the desired quality in education. The study revels, too, the impositive character of PDEs proposal that ignores external and internal school community in its formulation, being different and contradictory with the proposal established by brasilian educational laws, despite the speech of people who idealized it to affirm it as a participative and democratic proposal.
Acesso aberto (Open Access)
A inclusão de crianças com necessidades educacionais especiais na educação infantil: uma análise do currículo moldado pelas práticas pedagógicas de professoras da rede municipal de ensino de Belém
(Universidade Federal do Pará, 2006-09-26) AMARAL, Míriam Matos; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The research makes an analysis of moulded curriculum by pedagogical practices developed by teachers from Belém-Pará municipal net begining from education inclusion in the pre-school of kids with special education necessities (NEES) proposed in Cabana School pedagogical politic project. So, our issue-questions, to point aiming to investigate as if gave the education inclusion of kids with Special Education Necessities after the introdution of Cabana School Project; wich pedagogical practices were adopted by teachers that attended kids with NEES included in preschools of teach net of Belém municipal district begining of "People's Government" (1997-2004) and yet, wich curriculum was moulded begining of pedagogical practices of teachers after inclusion. We have as objectives of research, to analysis the education inclusion process in net, to identify the pedagogical practices adopted by teachers and analysis the curriculum that were moulded after the inclusion in the Infantile Education of kids with NEES. In the realization of study adopted a qualitative approach, making use of semi structured interviews and document analysis in process of data collect. The results of research reveal that the process of educational inclusion executed in the schools and unitys of Infantile Education of municipal net if gave with big structural difficulty, mainly in the introdution of adaptations in access in the curriculum of Infantile Education. For the teachers, the kids inclusion with NEES was a big challenge in your pedagogical practices. The access in the school knowledge for this kids if gave, so, with the moulded curriculum by practices of teachers thah experienced the education inclusion movement in Cabana School.
Acesso aberto (Open Access)
A política de participação na educação de jovens e adultos no município de Belém (1997 - 2004)
(Universidade Federal do Pará, 2006-12-27) ARAÚJO, José Carlos Ferreira; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This work analyzes the Politics of participation in the Education of Youths and Adults (EJA) in the context of Brazilian capitalist development, focalizing the programs and the experiences implemented in the municipal district of Belém, State of Pará, during the period from 1997 to 2004. In the analysis we will privilege the relationships among the level macro (Calculation Partition and Congress of the City) and the level micron (PROALFA and MOVE) implemented by the City hall of Belém, that are known as patterns of instances characterized by the participation of the population in the discussion and elaboration of politics and development projects and the historical ransom of the experiences and programs executed in that teaching modality. It is still our intention to identify like SEMEC and other municipal organs were restructured, to create and to strengthen responsible sections for that teaching modality. In the investigative process we will use the research, of qualitative character. This way, to trace a panorama concerning the thematic the following procedures we used: bibliographical researches, documental researches. We will be using the conceptual categories of power-participation and of the controlled participation. To level macro, in spite of the progresses observed in the popular participation in Belém, one cannot affirm that the civil society has assumed the control about the municipal planning. It can be inferred that this happened in shared way between the municipal power and the civil society in which the organization and the dynamics of operation of the Calculation Partition and the Congress of the City allowed the decentralization of the decisions on the public politics that they started to happen inside of the Council of the City, maximum organ of decision in the Congress of the City. That was the way found by the Municipal Power of legitimating the participation of the civil society. PROALFA and MOVA were it part of the educational politics of the Government of the People and their political and cultural action is affirmed, getting important the partnership concept and dialogue among being able to public and civil society. The first paper of the Government of the People in relation to PROALFA and MOVA was to be placed as propeller of the creation and of the implement of the Movement, what was constituted as controlled participation, therefore it had origin in the government's concession. Those instances as the Calculation Partition and the Congress of the City and PROALFA and MOVA had their limitations, in the same way that is recognized that they are still very far away from a participation full massive – powerparticipation, because of its complex construction. But it is necessary to recognize that there was advance in the democratization process and decentralization in Belém, existing an enormous progress in the construction of public politics for that teaching modality.
Acesso aberto (Open Access)
As abordagens da morte no currículo de formação inicial de professores de ensino religioso no Pará
(Universidade Federal do Pará, 2014-08-22) SANTOS, Rodrigo Oliveira dos; SEIBT, Cezar Luís; http://lattes.cnpq.br/7464213317216078
The present study aims to identify the approach of the death on the beginning of the curriculum formation of the Religious study teacher in Pará, starting from the methodological conceptions qualitative research, of hermeneutic-phenomenological tradition, applying to a philosophical hermeneutic approach of Has George Gadamer (1900-2002), treated on the work Truth and method (2011), to whom the comprehension is a dialog between question and answer, whose aim is to establish a compromise about the subject discussed. Thus, the discussed subject consists of identify these approach and the dialog established in a more specific way with the curriculum of the beginning formation of these teachers. The dialog between the text (curriculum) and reader (researcher) permit, by the language, to identify several prejudices that according to Gadamer are inherited by the tradition. The hermeneutical task, in this aspect, consists in finding the legitimate prejudice being fundamental for comprehension. After saying that, and besides the study done, the resurrection is being kept as a the approach of the death remarkable comparing to the others that still happen, due to the presence of the strong presence of catholic Judeo-Christian tradition on Brazilian society, serving as a basis and maintenance of several legitimate concepts of illegitimate reaching Science of Religion and Religious Study, restricting the importance of other approach as in the beginning studies as in the practice of the curricular compound, implying in the dialogue and in the comprehension itself of the being, that can be understood as language.
Acesso aberto (Open Access)
As culturas infantis no espaço e tempo do recreio: constituindo singularidade sobre a criança
(Universidade Federal do Pará, 2009-03-30) SOUZA, Ana Paula Vieira e; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/7901626430586502
This research had as objective to investigate the infantile cultures in the recreation and followed the partner-historical line that the child understands as subject description and social producer of culture. I objectified as main focus to apprehend the infantile cultures of the children of the public school of the city of Belém by means of the emission of discursivos statements in its schedule of recreation, the cultures produced in the current universe of infancy. The discursiva boarding was the perspective adopted in the invetigação process, therefore it allowed to infer the meaning and sensible that the children attribute to the pertaining to school time destined to the recreation; to historiar as the time of the recreation was being established for the Brazilian legislation, in a general way, and for documents of the State of Pará and the city of Belém, in particular. 93 children had participated of the study in the etária band of 09 the 11 years of the series 3 and 4 of Basic Ensino. I used as instruments of retraction of data the exploratória comment and the questionnaire. The analyses had been organized in 07 thematic axles that had emerged of the statements of the children. It arrives in port it theoretical for the analyses of the collected data was based on the historical perspective and the dialógicas teorizações of Mikhail Bakhtin on speech, interactions and the constitution of the citizen. The theoretical beddings on the infantile infancy and cultures had come of Sarmento and Pinto, Steinberg and Kincheloe, Quinteiro, Kramer. The statements of the children disclose to the direction and meaning of the recreation as moment to play it, the games, the colloquies, time of diversion, pleasure and satisfaction. The cultures infantile gifts and produced by the children in the recreation are the tricks, the games, the television, the Internet, the reading, among others. Moreover, the data point practical of entailed interactions to the infantile work and activities of learning in the pertaining to school context. For some children it is time to be without making nothing, is all equal one, time to be sad. The children disclose the interactions with the adults as to talk with the guard and the Belinha teacher. Therefore, the recreation is a magical space and must have its independent time of the schedule of merenda pertaining to school.
Acesso aberto (Open Access)
As políticas de formação dos profissionais da educação e a profissionalização docente
(Universidade Federal do Pará, 2005-06-08) COSTA, Edinilza Magalhães da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This essay deals the impact of the reforms, made by the State, which have been happening in Brazil since 1990, regarding the formation of education professionals. It also discusses the formation and the professionalizing of these professionals in inside the reformulation politics for the formation of teachers, which, starting at its implementation look forward to having a new kind of professionalizing conception, rendering teachers new demands, giving them the responsibilities for the improvement of quality in education, imputing a new conception of professionalizing. In this context, the education presents itself as a social public politic which undergoes meaningful reforms, setting important changes on the teachers formation courses. The analysis made here starts from the premises that the formulation of public educational politics suffers influences from international organisms, which can be seen in the guiding principles of the project of modernization of the Brazilian State. However, due to the fact that the definitions of these politics are locked inside social issues, resistance is aroused - from education related people movements - against the external impositions looking forward to effective teachers professionalizing politics. For this research reach the objective proposed, an analysis of teachers formation politics was carried out, finding the conception expressed by the official rhetoric regarding the teachers professionalizing, starting from a new paradigm of teachers formation, it was observed that the conception about professionalizing shown redefines concepts and practices, stating that the new paradigm of formation must be shared by all the basic education professionals. These actions, not only try to reach the great need for teachers, due to the expansion of basic school, but they also aim to develop a new professional profile, one who might be able to assist the productive and market needs, result of the changes in the labor world. With these perspectives, this essay was prepared in a way that might allow an approach of the context in which the Brazilian state Reform is made, in the 90's, recalling, later, the sociology of professions and the debates about profession and professionalizing, observing the different highlights that guide the reforms in the formation of teachers. At last, it analyses official documents which consolidate, in Brazil, the educational reforms and spread the professionalizing of teachers. As result of the investigation made, we can point out that: 1) the politics of teachers formation translate a new conception of professionalizing and improve the formation of new professional profiles, in which the State uses various mechanisms to improve the logic of regulation and control of the profession; 2) the repercussion over the salary conditions, career and working conditions, clearly showing the degradation of real conditions for an educational professional work; 3) the enormous lack of satisfaction and resistance from education related people movements, regarding the imposing of these politics, once placed in a counter-hegemonic proposal fight in search of a global formation politic, which might observe the salary and the adequate work condition issues, as well as the recognizing and the valuing of the profession, by means of politics guaranteed and put by the public State powers and the professionalizing of the teachers.
Acesso aberto (Open Access)
As representações sociais sobre o ensino de psicologia da educação e suas contribuições para a formação do educador
(Universidade Federal do Pará, 2006-08-18) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This works intends to study the social representaions os licentiaship courses of Universidade Federal do Pará about the teach of Psychology of Education. This study is based in the theorecal-methodological reference of social representations (moscovician reference os Social Psychology) to analyse the prodution of meanings, that are partake by students, about the teach of this discipline at UFPA (campus of Belém). By support of this theory, we begin thinking that knowledg are produces and elaborated, in the common sense, in the division social groups and orient thinkings, feelings and actis of these groups. Seventh students, that made the dispcipline, of six licenciateaship courses of UFPA Belém, participated in this study. We used in the basis collection two differents: the questionaire with mixture questions and the technic of focus group. The basis passed by a quantitative and qualitative treatment based in the statical analysis ad content analysis of Bardin (1977), what possibilited us to verify that social representations fo students, about the teach of Psychology Education, are in common meaning of this way: the students show that discipline has add with psychological knowledges (psychological theories, learning and development process) that can be applied to pratice of education; they consider teach of Psychology Positive, but they feel the deficiency of articulation between the contents od discipline, the educational reality, the courses specicific contents and the realtion between pedagoci theory and pratice. These basis about the teach of Psychology shows that discipline can contribute much more to formation of teachers, articulating of integrate way the dimensions of learning-tech process that are the content os Psychlogy of Education, in the way of pedagogic work and in the objective of to form teachers, These social representations of etudents are important because gives support to reflections, debates and propositions about the teach of Psychology of Education in the licenciatechip courses of UFPA.
Acesso aberto (Open Access)
Assistência e a educação de meninas desvalidas no Colégio Nossa Senhora do Amparo na Província do Grão-Pará (1860 -1889)
(Universidade Federal do Pará, 2012) SABINO, Elianne Barreto; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This research aims to rescue the social and educational history of the Colégio Nossa Senhora do Amparo, a public institution that cared for children in the poor province of Grão- Pará, in the period 1860 to 1889. Created to educate, house and educate poor girls, that institution was founded on a politics of sanitization and establish order in the province of Pará, because many children lived and slept in the streets, alleys and slums. Thus, the questions that guide this study are: What significance the institution Colégio Nossa Senhora do Amparo was to society in Pará period 1860-1889? What educational purpose, political and social had with the maintenance of the Colégio Nossa Senhora do Amparo? What conception of childhood helplessness is present in the documents of the Colégio Nossa Senhora do Amparo? What educational activities have been implemented in the Colégio Nossa Senhora do Amparo? To try to answer these questions the main objective of this study is to understand the instruction given in the Colégio Nossa Senhora do Amparo for the helpless children in the province of Grão-Pará between the years 1860 to 1889. Therefore, from this main objective we will: (1) understand the significance of education for underprivileged children in the province of Grão-Pará between the years 1850 to 1889, the Colégio Nossa Senhora do Amparosociety to Pará, (2) verifying the conception of childhood helplessness in the documents of the Colégio Nossa Senhora do Amparo, (3) examine the educational activities implemented at the Colégio Nossa Senhora do Amparo in the instructions for underprivileged children. The corpus of the research covers approximately six hundred and sixty documents that were raised in the Arquivo Público de Belém and the Biblioteca Pública Arthur Vianna (CENTUR), from which we selected, for hours, the documents refer to the Statute of 1868, the Internal Rules, 1869, reports from the ombudsman's College, an application for admission and resignation of the college girls and others. The analysis will give the light of history Cultural theorized by Chartier, who understands how cultural practices not only produce a text, or a mode of teaching, but also the ways in a society, how men live, eat, dress, talk and keep silent. The data reveal that this college was creating as provincial as to sanitize the city and prevent the girls hanging around the streets stay helpless and so it was possible to give them a primary training activities with reading, writing, calligraphy, arithmetic and grammar, and moral and religious guidance. There was also a domestic education for underprivileged girls when they leave the Amparo could get a "good" marriage. We also note that the college operated a pedagogical model disk with severe punishment.
Acesso aberto (Open Access)
O campo tem cor?: presença/ausência do negro no currículo da educação do campo no Pará
(Universidade Federal do Pará, 2009-10-05) MAGALHÃES, Leila de Lima; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The main focus of this paper is to investigate about the presence/absence of the Negro in the syllabus of Education in the Countryside on the scope of the Forum Paraense of Education in the Countryside, an expression of Paraense Movement for an Education in the Countryside. As a starting point, the writer performed an exploratory study over the actions taken by the Forum and, through documents and interviews, aimed at identifying to what extent the ethnic-racial relations, from Act 10639/03 on, are included in the educational and curricular proposal of the Forum. Together with that, she sought to make a dialog with the literature which deals with Education in the Countryside as a specific field, and with the Ethnic-racial Relations. For that, she used the qualitative methodology reference as a means of analysis and propose strategies to dynamize the ethnic-racial relations in the education in the countryside on the State of Para.
Acesso aberto (Open Access)
A Carreira do Magistério Público da Rede Municipal de Ensino do município de Oriximiná-PA: um estudo a partir do plano de cargos, carreira e remuneração Lei Nº 7.315/10
(Universidade Federal do Pará, 2015-05-26) PIMENTEL, Adriana Marinho; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
The aim of this paper is the study the Public Teaching Career in the county of Oriximiná-PA Board of Education, since the adoption and implementation of Law No. 7,315 / 10, which provides for the Career Plan, Career and Compensation plan for the Public education and employees in Oriximiná board of Education. The paper analyzes the Public Teaching Career in anticipation to understand your configuration and attractiveness. To understand the investigative process, the following questions were defined: What is the public teaching career configuration of urban area of Oriximiná education? The Career configuration of public school teachers from the Law No. 7,315 / 10, is attractive in respect of remuneration and career development? In this new context, there was an increase in salary and changes in the components of the remuneration of teachers? The career development, under Law No. 7,315 / 10 is presented as a stimulus for improvement in pay and stay in the teaching career? Regarding research methodology, we adopted the theoretical framework and the qualitative approach as a research strategy the Case Study. Data collection was developed through documents and, as additional data collection instrument appealed to interview. The analysis was developed from two main themes, namely: i) career setting, ii) career attractiveness. Research results show that the career configuration Oriximiná public teaching presents attractive elements in respect of remuneration and career advancement. However, these elements are secured differently for the two positions that make up the teaching career. It was also the fact that the municipality does not have the Special Social Security Scheme and the remuneration system is the traditional type does not guarantee the retired teacher the same pattern of teacher pay that is active, which compromises the attractiveness of the career.
Acesso aberto (Open Access)
Cartografias da educação na Amazônia rural ribeirinha: estudo do currículo, imagens, saberes e identidade em uma escola do município de Breves/Pará
(Universidade Federal do Pará, 2007-08-13) CRISTO, Ana Cláudia Peixoto de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This paper is a result of a research carried out in Breves, a town located in the south of the Marajo Island, in the state of Para, Brazil. It investigates the curricular planning of the riverbank agricultural school of the villages which the main economic activity is timber, called "Ivo Mainardi" of the municipal educational system of Breves, establishing a relationship with what praises of quality defined by the Operational Guidelines for the Basic Education in Schools located in the countryside, with focus on identities and knowledge of the riverbank agricultural MarajÃ Amazon. In the investigation method documentary analysis was used, the half structured interview and the photograph with the perspective to make possible to the reader a better understanding on the riverbank agricultural Amazon. The history of Breves has begun in the Colonial Period, with the arrival of the Portuguese to the place, its population is made of riverbank people, many of these inhabit in small communities, towns and villages which the main economic activity is timber. In these communities the education is promoted considering the demand of the company workersâ children who are attracted by the timber company job-offer and the school. Although they live in a context where the material production is related to the exploitation of timber, the school curriculum does not deal with this issue, they are from what is praised by the Operational Guidelines for the Basic Education in Schools located in the countryside, which establishes as quality principle the ecology and the sustainability. Besides this point the curricular planning, although it counts on the participation of the riverbank agricultural educators in its elaboration still does not express the knowledge, the culture, and the identity of the Marajo riverbank population of the Mainardi Village. Thus, the challenge placed to the managers, the social citizens and the educators is to see the commitment with an education that constructs and cultivates identities, values, collective memory and heads towards the valuation and respect of the peoples that live in the MarajÃ agricultural and riverbank Amazon of Breves.
Acesso aberto (Open Access)
O CME do município de Ananindeua na construção da política educacional: a busca pela participação social
(Universidade Federal do Pará, 2009-02-04) FARIAS, Maria Celeste Gomes de; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The study called the CME in the city of Ananindeua Construction of Educational Policy: the quest for social participation. Aimed to examine how the participation of organized civil society is being developed within the Municipal Council of Education in an attempt to build an educational policy based on principles of participatory democracy and analyze the performance of CME Body while the education system should seek to promote the construction of municipal education. Document Analysis and Semi- structured interviews were the instruments used to meet the goals specified. The processing of data was possible through content analysis (research literature) and analysis of primary sources (Atas; Laws Decrees; Opinions; Rules of Procedure). The results achieved with the investigation lead us to infer that social participation as an educational principle in the CME in Ananindeua is being built gradually, since the democratization of education management through direct involvement, both on the floor of the school as in the other elements that make up the educational system is a process that needs to be built on daily basis. In the case of society's participation in CME represented through the various categories has been a challenge, because the conflicts, tensions, correlation of forces, you can dispute are always present. This is positive in some circumstances since it is also possible the construction of educational policy in the midst of diversity of opinion. The categories of civil society organizations represented on the CME and have varying degrees of participation, some participate more actively while others have a lesser role at meetings of Board and sessions where they discussed and the proposals made with respect to construction of educational policy in Ananindeua. The lack of theoretical training and educational policy in some cases serve as a factor that limits social participation in the actions of the CME.
Acesso aberto (Open Access)
Condições de funcionamento de escolas do campo: em busca de indicadores de custo-aluno-qualidade
(Universidade Federal do Pará, 2008-05-02) PEREIRA, Ana Cláudia da Silva; GEMAQUE, Rosana Maria Oliveira; http://lattes.cnpq.br/2993304230836305
The study was conducted in 2 (two) schools in the municipality of Bujaru field belonging to the micro-Castanhal mesoregion in the Northeast Paraense. His goal was to identify and analyse the conditions for the functioning of schools of the field, aiming to propose indicators of cost-student-quality for this type of school. The selection of schools is guided by the following criteria: distance from the headquarters of the council; about the size; classification in unidocente or pluridocentes; number of teachers, number of students; levels of education offered and the region in which they are embedded. To obtain information from interviews were conducted with: directors, teachers, parents / community representatives and students. In addition to interviews, and observation forms were used in locus. The axes of analysis taken as guiding questions: the operating conditions of and their main problems and needs and what the subjects say that working and studying in / schools of the field on the indicators needed for a field of quality education? After analysing data, we find that the problems faced by teachers, students, parents and administrators who work in schools of the field are related mainly to operations in classes multisseriadas; lack of furniture, equipment and materials; lack of school transport; precarious conditions of infrastructure and lack of teaching staff. On the issue of quality indicators, the subjects showed the following factors as key to improving the quality of teaching in these schools: appropriate infrastructure, (with securities, libraries, laboratories, equipment and educational materials); contraction of staff (teachers, serventes, merendeiras, watchmen and secretary); qualification and upgrading of teacher; transportation and school lunch. The work presents a range of issues that can compose and explain the possible size and indicators of quality, but are not generalized to a larger pool of schools. Of course, there are regularities, and similar aspects that are common and should be considered for schools located in the field. In general it was found that the definition of a cost-studentquality education, especially in the education field, remains a challenge, especially because this discussion brings to light the complexity, tensions and contradictions of educational phenomenon in a country marked by inequality.
Acesso aberto (Open Access)
Conhecimento sobre o lazer na formação de professores de educação física: um olhar sobre os cursos superiores das Universidades Públicas em Belém/PA
(Universidade Federal do Pará, 2012-02-13) MONTENEGRO, Gustavo Maneschy; MOREIRA, Wagner Wey; http://lattes.cnpq.br/5798244047692726
The aim of this research is to analyse the knowledge about leisure developed on physical education courses in Belém city Pará State. We adopted as an epistemological reference the presupposed present in complexity theory, by Edgar Morin. Talking about leisure we used as main references the productions of authors as Marcellino, Isayama e Gomes. To answer to the goal, we did a field research in which we elected as in as investigation locus the University of Pará State – UEPA and the Federal University of Pará – UFPA. The discussion of the research data was done by analysing the ementas and the teaching plans of subjects which talk about the leisure theme in curriculums of the graduations. This stage was followed of a semi-structured in terview with students of the last semester form each instituition. The produced speeches were analysed based on technical elaboration and analyse of units of meaning (MOREIRA, SIMÕES, PORTO, 2006). As results, we noted that UEPA enphasysed themes such as: leisure and public policies; sociohistoric focus of leisure; leisure and social right. At UFPA, we evidenced that the subject follow didactic-methodological orientation, but it does not develop a formation that limit itself to the intention of minister technical knowledge aplicated to leisure. While the interviews, we identified that the majority of the students do not get the knowledge debated by the subjects themselves. Which ones showed having a “funtionalist” understanding of leisure. That fact reveals a distance between the reports of majority of students and the proposal of formation developed by instituitions concerning to leisure.
Acesso aberto (Open Access)
A consolidação da formação do professor-pesquisador da Pós-Graduação em Educação da UFPA: o(s) produto(s) científico(s) em foco
(Universidade Federal do Pará, 2010-03-26) BAHIA, Cinara Ciberia Meireles; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This study theme running through the field of higher education had the task to speak about the object the consolidation of teacher-researcher at the Graduate Education of UFPA, which reflected an epistemological concern in understanding the educational actions developed in the post- graduate and currently is developing the relationship between labor-productivity research that finds its roots still in the genesis of the Graduate Program in Brazil in the 60s. The overall objective was to analyze the teaching of the teacher-researcher at Graduate Education, Federal University of Pará - UFPA, from the consolidation of its post-graduate training, and focused on five specific chapters of the dissertation, namely: to identify the legal and epistemological giving voice to teaching in Higher Education as a link with the concept of teacher-researcher checking of institutional arrangements that govern the teaching work at the Graduate; analyze the consolidation process of the formation of teacher-researchers of Graduate Education, UFPA; examine the level of scientific productivity of teachers and researchers of Graduate Education and UFPA; see how the teaching work of these researchers has been evaluated by the External Evaluation Commission of CAPES. Dedicating to the following problematic: As the work of the teacher-researcher is created after the consolidation of its post-graduate training? The issues which triggered the problems discussed in each chapter: How does the teacher work developed in higher education has been characterized within the epistemological approach that involves the concept of teacher-researcher? To what extent the institutional aspects shape the teaching activities developed in the Graduate, particularly at the Institute of Education Sciences UFPA? This reveals the introduction of the PhD thesis of teacher-researchers? As the scientific productivity of these teacher-researchers has been developing within the Lattes? As the CAPES evaluated the teaching in the Graduate Education of the UFPA time gap from 2003 to 2010? Given the issues, the study was built on a theoretical and methodological approach grounded in historical and educational, this time authors as Carvalho (2003) and Lombardi (2004) made up the dialogue necessary to explain what triggered the option in the choice of the five sources examined in the historical study, literature on the epistemology of the teacher-researcher, requirements officers, issues of doctoral theses of the current faculty PPGED UFPA, lattes curricula of these subjects and finally the evaluation sheets from CAPES apply PPGED to the years 2004 and 2007 concerning the triennial evaluation coordinated by the Authority. Was an instrumental case study concerned with understanding the educational activity in the post-graduate, considered the delay of 2003-2010. Among the results, it was found mainly to the consolidation of the teacher-researcher is in the stage of completion of the consolidation of PhD postgraduate training, just the starting point, since it is built on experience in the teaching, in the post-graduate degree in their contact with the various investigative processes that surround this field of meanings and contradictions that the teacher actually consolidates its investigative activity.
Acesso aberto (Open Access)
Construção de políticas públicas de educação ambiental em Belém do Pará de 1997-2004
(Universidade Federal do Pará, 2004-10-11) FREITAS, Sandra Cristina Santiago; SOUZA, Orlando Nobre Bezerra de; http://lattes.cnpq.br/8567141884452588
This paper discusses the Environmental Education for Sustainability trying to analyze the construction of the Environmental Education Program for Belém (PEAMB) relations, processes and contents that characterize the unfolding of public politics in relation of the international, national and state politics the period of 1997 to 2004. The sociological research tried to follow an interdisciplinary approach and a dialectical perspective to apprehend the object investigated by literature review and documentary research. From this perspective, the reference categories for analysis were examined, defined and classified as follows: Expanded state, public policy, transformative and emancipatory environmental education, social and environmental sustainability. The Documentary research involved, selecting, collecting, processing and analysis of treaties, laws, plans, programs, projects and reports built on the international, national (Brazil), state (Pará) and municipal (Belém – PA). The data contained in the documents were investigated using the technique of discourse analysis considering the told and not told linguistic, sociological, political and psychological aspects by the subjects, facilitating the understanding of the contents, intentions and ideologies. The survey results were organized into four chapters: 1. Introduction; 2. Environmental education in the context of reforms; 3. Setting Environmental Education in Belém: action and emotion; 4. Conclusion: perspectives and horizons of Environmental Education in Belém. It is noticed that the definition process of the Municipal System of Environmental Education and the PEAMB in Belém, indicates a concern with the current problems of unsustainable and try to implement international agreements as well as national, state and local determinations that guide of qualified and committed way the social and environmental sustainability with central reference the Treaty on Environmental Education for Sustainable Societies and Global Responsibility, proposed by Organized Civil Society of some countries during the ECO/92 and reaffirmed by the Brazilian Federal Government in the National Program of Environmental Education in 2005. Integration, popular participation and social control were central elements identified in complex building process of PEAMB that involved accumulations, confrontation and consensus between the political and civil society making peculiar and important the examined experience during the management of a left-wing government.
Acesso aberto (Open Access)
O corpo escalpelado: possibilidades e desafios docentes no cotidiano de meninas ribeirinhas na Amazônia paraense
(Universidade Federal do Pará, 2016-06-17) ALMEIDA, Edwana Nauar de; BASSALO, Lucélia de Moraes Braga; http://lattes.cnpq.br/6941089571024585; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The accident by scalping is a sad reality that is still part of the Amazon Pará river side scenery, in spite of all efforts that have been done to do away with it. The accident consists of partial or total scalping, also including ears and eyebrows, in rudimentary small boats with the engines adapted in the central part. The victims, mostly girls and adult women carelessly positioned near the engine, have their hair curled in the shaft and brutally ripped out. As a result of the accident, their physical appearence becomes marked and, without exception, they suffer psychological and social trauma, target of curiosity, estrangement and prejudice due to the stigma of being scalped. The accident still concerns because statistics shows that they still happen nowadays. Besides the difficulties because of the long treatment, the child/teenagers will suffer prejudice in the school environment when they are back to their homecity. In this sense, the study has as theme the pedagogical pratice in charge of teachers aiming social insertion of scalped girls so we can understand the senses and meanings which come up (implicit or explicitly), their limits, possibilities and challenges experienced in the school environment. It is a field research with teachers, with descriptive and qualitative approach, having autobiographic narratives as theory-methodological reference aiming the investigation to reveal the subjective material of these subjects' living. Our intention is to understand the knowledge production, senses and meanings manifested in docent practices, needing to deal with subjectivity, the perspective and the particular ways they use to have a relationship with the victims, trying to extract from the teachers’ narratives elements which identify limits and possibilities for the pedagogical process. The study demonstrates that teachers lack professional background to deal with questions involving processes of acceptance and reconstruction of the self images of the victims/girls, once there isn’t any plan for dealing with the students’ prejudiced and discriminatory behavior. This reinforces the understanding that the senses of the teachers’ actions come from values based not only in patterns and social norms or moral values imposed and apprehended in their social and cultural context since their childhood, but also from practical actions based in emotion, desire, pain, feelings, affections and experiences so they can take interventive decisions. Thus, the guiding senses of the teachers’ actions carry features of their professional personality, where they base their ability to know how/to do – experiential knowledges that arise and are validated in everyday praxis – but also in their skill to know/to be, knowledges of their own life history. It is in such a context that pedagogical actions with the girls/victims assume particular features, much more related with negotiation, improvisation and adaptations than with previously conceived scientific techniques, determined by the intelectual and academical world, but related to conditions of humanity, feelings and affectivity that mobilize and model the interactions. Their action is based on social practice, which is complex, interlaced by subjectivity, representations and symbolic interactions, permeated with uncertainty and ethical implications.
Acesso aberto (Open Access)
A criança indígena nos estudos acadêmicos no Brasil: uma análise das produções científicas (2001 – 2012)
(Universidade Federal do Pará, 2014-09-04) ARAÚJO, Sheila Alves de; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This paper examines the conceptions of Indigenous Childhood in academicians present studies produced in Brazil. Contributions to this study, it was considered as a guiding question: what conceptions of Childhood for the various indigenous ethnic groups in academic productions in Brazil in the period 2001-2012? The overall objective was to investigate the conceptions of childhood to the various indigenous ethnic groups present in academic productions in Brazil in the period 2001-2012, aimed (1) to identify and map these conceptions of indigenous children in different ethnic groups present in academic productions; (2) describe the process of education of indigenous children in several Brazilian indigenous ethnicities; (3) address the cultural practices of indigenous children mentioned in these studies; (4) discuss the relevance, progress and limits of such studies to the understanding of indigenous children in Brazil. The methodological path followed for the development of this study was bibliographical whose source Dissertations and Theses collected on the portal of CAPES in the period 2001-2012 on indigenous children. For the purpose of systematizing the corpus of analysis of this study and facilitate understanding of the material, the theses were organized into three themes: (1) ethnic conception of indigenous children; (2) cultural practices of indigenous children; (3) Indigenous education. From the choice of themes, it was thought in categories that could facilitate the understanding of the methodology chosen for this dissertation. Was then chosen for each thematic axis a category, namely: (1) Freedom; (2) Play; (3) Indigenous education (traditional school). Regarding the categories, it was possible to realize how important it was to mention them in this study because it allowed us to understand them well to bring out the rich arsenal that emerge when studying the conceptions of childhood linked to freedom, play and education. Such conceptions allowed us to have a new look about childhood in indigenous societies, from advances / limits. The results also showed that studies of childhood and / or indigenous child is incipient, particularly in the state of Pará and this is due to the fact that local researchers have not yet awakened the interest in the topic in question, and list some possible reasons for this "no interest": lack of motivation of researchers in this area, the inclusion of these studies in various areas of knowledge that are not necessarily in the field of education and poor access communities. We also noticed that the productions performed in our region on the theme Indigenous children are computed at the source of the researchers who come here to study it in leaving the North in the limit of production on indigenous children. Moreover, there is an urgent need to investigate the childhood and / or children living in the most diverse indigenous societies. Here is a challenge to be overcome and attempt to understand the child's world and your logical thinking to reality, learning as complex and full guy, so their perceptions of everyday village, school, family, rituals and symbols constitute themselves into a task of paramount importance.
Acesso aberto (Open Access)
Os critérios de movimentação na carreira de professores da educação básica em estados da Região Norte do Brasil
(Universidade Federal do Pará, 2017-05-04) CARNEIRO, Ana Paula da Silva; GUTIERRES, Dalva Valente Guimarães; http://lattes.cnpq.br/3309392796628506
The present dissertation deals with the configuration and criteria for the career movement of teachers of basic education in the state education network of Acre, Amapá, Rondônia and Roraima, considering the peculiar condition of these States, originally Federal Territories. Through documentary study the criteria of career movement were analyzed in order to identify possible signs of attractiveness and incentives to remain in the career of basic education. The study started with the following questions: How has the career structure in the state education network been configured in the states of Acre, Amapá, Rondônia and Roraima? What are the criteria for moving teachers' careers defined in the State Education Networks Plans of these states? Do these criteria provide attractiveness and incentives to stay in the career? When, in the Federal Territories, the career plan of basic education teachers in these places was unified and presented as the main criterion for career movement the length of service, while the qualification was considered as a secondary criterion, which corresponded to the career of the Traditional type. When the Federal Territories assumed the position of states of the federation, the career of teachers also changed, assuming signs of a professional career, in line with changes in the Brazilian legal system. The capitalist crisis and the redefinition of the state's role since the end of the last century have led to new premises for the management of the public service such as performance evaluation, meritocracy and accountability. The configuration of the career paths of these states begin to assimilate such premises. The performance evaluation takes center stage to the detriment of the time of service as a criterion for the movement in the career of the teaching profession in the states surveyed. Although the criteria for career mobility are in line with national guidelines, in a few states they are effective, which does not contribute to attractiveness and career permanence. However, there is a process of permanent struggle of the teachers in their organizations for the implementation / effectiveness of the Career Plans in the researched states, signaling that there is still much that advances towards the appreciation of the teacher.
Acesso aberto (Open Access)
Currículo e saberes culturais das comunidades dos discentes ribeirinhos do curso de pedagogia das águas de Abaetetuba-Pará
(Universidade Federal do Pará, 2011-08-18) SOUZA, Dayana Viviany Silva de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This research has a focus of study, curriculum and teacher training bordering the Amazon Paraense, examined the relationship between the course curriculum of Pedagogy of the waters and the Cultural Knowledge of communities of learners bordering the Municipality of Abaetetuba in the State of Pará. Broke up identifying significant aspects of the cultural universe of riverine Islands Abaetetuba analysis and of how cultural knowledge of these subjects were treated in Pedagogical political project and in the course curriculum of Pedagogy of the waters. Stands outthat and sse course is linked to the national programme for education in agrarian reform and attended exclusively by riverine squatters. The importance of researching this subject, if justified by the need to reflect about the curriculum for the training of teachers of/in/and to the field, strengthening of the role of subject and the recognition of multiculturalism and its geographical particularities Amazon, economic, social and environmental, that little or rarely are considered in the educational space. For exploration of the object of study we opted for a qualitative approach to methodology, seeking the support of the exploitation of bibliographies and documents, in the implementation of research tools (such as questionnaire and interview), and in the systematization, organization and analysis of data and information collected. The results of the survey pointed out: the cultural knowledge of coastal communities were present in the curriculum effectively in elective core course; through teachers practices, they possess approximation/relaying, recognition and/or sensitivity towards the life of coastal peoples; as well as through extracurricular activities in which showed and discussed about the life of the people of the field, and in particular, riparian communities.