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).

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A temática gênero nas produções provenientes dos grupos de pesquisa da Universidade Federal do Pará
(Universidade Federal do Pará, 2007-06-11) MAUÉS, Marilene Silva; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This paper aimed to carry out a mapping that would show the researchers scientific productions linked to groups of research in the Federal University of Pará (UFPA), it also aims to analyze how the gender theme gained evidence in researches carried out in the academic-scientific scenario of that institution, in the period of 1995-2006. Thus, the following questions had been raised: 1) What have they have been arguing about in the academic field, around the questions of gender? 2) How the scientific production generated in the data basis of research groups registered in the CNPq during the period of 1995-2006 is evidenced? 3) How the production generated by the researchers, in the research group is presented, taking into account the statistical figures in the UFPA campus in Belém? The data had been analyzed considering its quantity and quality by crossing the figures of scientific productivity - available in the site of the National Council of Scientific and Technological Development (http://www.cnpq.br) - with the theoretical references which delimitates the gender theme - Louro (2001) and Rosemberg (2001) -, aspects that allowed to make an x-ray of the production generated in the national scenario for posterior verticalization with the production research of the UFPA. Evidenced that great part of the research around the gender theme has approached allusive questions related to women and that those researches refute the explanations of biological basis in the composition of female and male, as well as they assume that culturally there is a relationship of power between opposite sexes. Moreover, the study showed that in the national panorama the genre found its place in the research group in the Human Sciences area; regarding to female participation in Science it was observed an androcentric parameter in the structure of scientific deeds, this aspect resounds in the quantitative process of academic productions of female authorship, considering that they still need to conciliate the professional career with the requirements of the private world; but, despite the male domain in the scientific productions, the studies on gender have been gaining praise in the research developed by women, not only in the national level but also in the local one. Regarding the figures of the UFPA, the gender have gained a place of prominence in the paraense production and these professionals have performed with care in that field showing a frequent production in a period of 11 years, even so they had to take on an incommensurable addition of work in consequence of the majority to be part of the teaching stuff of Post Graduation Programs in the UFPA. Thus, it is reassured that the research groups of the Institution mentioned here, even though with lesser quantitative expression in relation to the national scenario, they are of great relevance for the spread of the studies on this theme in the North region and for the projection of this university as an institutional place where the research produced guarantees national highlight.
Acesso aberto (Open Access)
A assistência estudantil na UFPA e as repercussões para os discentes do curso de pedagogia: da permanência à conclusão
(Universidade Federal do Pará, 2017) SILVEIRA, Antonia Vanessa Freitas; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
The general aim of this research is to analyze the relationship between the Student Assistance, developed by UFPA, and permanence until the conclusion of the graduation of students from the course of Pedagogy of the UFPA, campus of Belem. This work presents as specific objectives: to analyze the context of Higher Education in Brazil; to analyze the context of Student Assistance at national level; to identify and analyze the actions of Student Assistance of the UFPA and; to identify and analyze what are the contributions of Student Assistance to students from the course of Pedagogy in the UFPA, campus of Belem. The central problem that guided the research was as follows: Is there a relationship between the policies of the Student Assistance in the UFPA, campus of Belem, and permanence until the conclusion of the course, for students of Pedagogy of the UFPA? The methodology used in the research was a qualitative approach, using both documentary and literature research, and the field research through the application of a semi questionnaire. The work is divided into three chapters. In the first chapter, denominated “Higher Education, Teacher Training and the Lula da Silva govern”, we seek to analyze the conjuncture of the expansion of Higher Education in Brazil, as well as teacher training. For this construction, the use of studies as Sguissardi (2006); Lima (2005); Gatti, Barreto and André (2011); Maués and Camargo (2014) was employed. In the second chapter, “Student Assistance: fundamental action to the democratization of Higher Education”, we attempt to approach the discussions about the Student Assistance. The profile of the students, as well as the actions of Student Assistance in the IFES, in Brazil are also prominences of this chapter from the report "VI Research of the Socioeconomic and Cultural Profile of the undergraduate students of Brazilian Federal Universities” (ANDIFES, 2016). Another point raised in this chapter deals with the regulatory frameworks on the Student Assistance in Brazil and the academic production about the theme. For the elaboration of this chapter, studies as Sposati (2011); Sposati et al (2014) and Schons (2008) were used. In the third chapter, we analyze the Student Assistance within the framework of the UFPA and the contributions of these policies for students from the course of Pedagogy, campus of Belem. Official documents of the institution as the Plan of Institutional Development (2011-2015) and the Report of Management for the financial year (2015) were based. The conclusions, which we have reached, indicate a strong arrangement between the expansion of Higher Education in Brazil and the ideal managed by International Organizations, so, the IFES also shows a moment of expansion in its access. With regard to Student Assistance in the UFPA, it was observed that the official documents display the Student Assistance as a priority, however, when we analyze the scope of actions, we note that there is still a long way in order to that Student Assistance is reality for the majority of the students of the UFPA. Insufficiency of actions of Student Assistance is also emphasized in the analysis with respect to senior undergraduate students from the Course of Pedagogy, since the field research also points to the need for expansion of the actions of Student Assistance.
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)
Construção e validação da escala de autorregulação acadêmica
(Universidade Federal do Pará, 2019-01-28) SILVA, Emmanuelle Pantoja; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
Academic success is substantially linked to the efforts the student intends to make during the learning process. In the field of initial teacher training, it is essential that this process is solidified, in addition to occurring autonomously. For this study, the Cognitive Social Theory and, more specifically, the self-regulation construct, applied to the academic context, the Self-Regulation of Learning, were used as input. This construct applied to the teaching context can aid in learning because it is a process that requires the student to be proactive and to take control, even partially, of their metacognitive, motivational and behavioral processes. The purpose of this study is to construct and validate an instrument to evaluate self-regulation in university students. For this, two articles were developed, the first one was used data collection techniques, quantitative and qualitative, developed through a Systematic Review of Literature that captured 22 objects between the years 2008 and 2018, fruits of national and international research (English and Spanish) of the CAPES, SCIELO, LILACS and REDALYC databases; in the second article, a scale was constructed and evidence of validity was sought. Scale Reliability Analysis was applied to data collected through two instruments, the characterization questionnaire and the proposed scale, submitted to 445 students of two public higher education institutions. The scale is of the Likert type and is composed of 20 closed items, categorized by the psychological subfunctions that make up the self-regulation. The main results of the systematic review indicated that between the years 2016 and 2018 there was a fall in the number of publications, compared to the years 2014 and 2015, adding that only one study dealt with validation of scale applied to university students. Although the findings are considered to be low, they have investigated more intensively the issues of self-regulation of learning and its ramifications such as learning strategies, academic performance, academic procrastination, and others. As to the empirical research results (Article 2) with the application of the proposed scale, the presence of validity was confirmed by means of quantitative techniques, presenting satisfactory internal consistency in all items and also, Cronbach's alpha equal to 0.908, in the total scale score According to the results obtained, it has been observed that in the literature, in the last years, the studies related to the theme allowed to increase the knowledge around the theme, however the number of publications decreases over the years, mainly in what it concerns the validation of instruments to measure the construct, in addition to associating it with the context of the participants.
Acesso aberto (Open Access)
Currículo e seus significados para os sujeitos de uma escola ribeirinha, multisseriada no município de Cametá - Pará
(Universidade Federal do Pará, 2009-03-20) PINHEIRO, Maria do Socorro Dias; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The present research investigates the Curriculum and its meanings for the citizens of a riparian, multisseries school in the city of Cametá-Pará, in which if it objectified to analyze how is defined and materialized the curriculum in the multisseries riparian school, identifying which meanings are attributed to the pertaining school curriculum for the pupils, parents, communitarian and the teacher. This study was developed in the Joroca Island, in the locality Jorocazinho de Baixo, a community with a good organizational base, that has been interesting for scientist in other areas; it was benefited with some projects of the federal government and possessed four schools around it. The inquiry occurred in the Elementary Municipal School Jorocazinho, where was searched to initially know the context of the riparian community in the field of the educative practical organizations and its observing which curriculum experiences they have been living and, after that was prioritized to understand the materialization of the curriculum and its meanings in the voice of the citizens of the school. In this direction, the learners, parents, communitarian and the teacher had been the main interlocutors of the research and its narratives had been distinguished as object of study and analysis. The theoretical bases used for analysis of the collected depositions were the studies of Apple, Arroyo, Vygotsky, Freire, Vasconcelos and Cagliari. The two first authors are included in the text becoming related it the depositions of the marginal citizens to the curriculum and its materialization, while the others had served of bases, for the analysis of the depositions referring to meanings of the curriculum. The study, the analyses focused the following thematic axles: The materialization of the curriculum in the multisseries riparian school; The curriculum and its meanings for the communitarian leaderships, parents of pupils and the teacher; The meaning of the pertaining curriculum school for the learners; The meaning of “learning to read” for riparian learners. This discussion is based on a qualitative boarding, and was developed through an exploratory research followed by the observation of the participants. Are used as methodologist technician procedures: half structuralized and narratives interviews, the documentary analysis of the curricular planning of the school, the used didactic book for reading of the learners in classroom; of photographic images and drawings of the students. As result, we identify that the multisseries riparian school needs more attention of the municipal government and the educators of better educative accompaniment and orientation in its practical; the practice of literation must assume as priority dimension in the initial series of basic education; An indifference in relation to the questions exists of: infrastructure, financial pedagogical didactic/and; the public politics of education of the city for the riparian school are precarious; what exist in thee multisseries school curriculum are a “listing of non contextualied contents” and the organization of the riparian education is basically “urbanistic”. It is indicated, therefore, the riparian education must be valued while space of construction of the knowledge, from the valuation of knowing cultural messengers to them, showing them for a reading of world and construction of new social and politicians citizens and syntonized with their territoriality and cultural identity.
Acesso aberto (Open Access)
Educação escolar e identidade quilombola: um enfoque na comunidade Nossa Senhora do Perpetuo Socorro, município de Abaetetuba, estado do Pará
(Universidade Federal do Pará, 2015-06-25) SILVA, Luciane Teixeira da; SILVA, José Bittencourt da; http://lattes.cnpq.br/4719580090813166
This dissertation has a research subject the possible relationship between education and political-organizational and identity processes within a remaining quilombo community, specifically the community of Nossa Senhora do Perpétuo Sócorro and Escola Santo André which are located in the territory remaining islands of Abaetetuba. Was discussed the possibility of the school strengthen the identity of the Quilombo. Through a qualitative research, using the open and semi-structured interviews, in loco observation and document analysis, we conclude that, despite conflicts and tensions, the school stands as a strengthening element of the quilombo studied identity.
Acesso aberto (Open Access)
Escolhas profissionais de adolescentes em carreiras técnicas no Centro Federal de Educação Tecnológica do Pará
(Universidade Federal do Pará, 2005-10-05) TEODORO, Elinilze Guedes; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
In view of the importance of the professional choices’ meaning on the professional identity’s formation and of a productive adult life, this study intends to know how the teenagers pupils of CEFET-PA make their choices about tecnic careers and how the institution take part in those process of choice. It is a qualitative study, where the ideas of autonomy are included being used as a theoretic-methodological reference from Seve’s (1989) elaborations about human subjectivity and understandings of Ferretti (1988) about choices procedures. The information were collected from interviews with a half structured program and applied to six pupils of tecnic courses at the same time. The treatment of that information was maddening using analysis of containing. The result was the identifications of three categories raised from their discussion: things that determine their choices, work and school. Trough it all the way of choice of that pupils were reconstructed denoting their historic and social dimension and revealing understandings of the institutional function about those trajectories.
Acesso aberto (Open Access)
Financiamento estudantil nas instituições privado-mercantis de ensino superior no Brasil: o caso da Kroton Educacional
(Universidade Federal do Pará, 2019-02-26) REIS, Tayanne de Fátima Almeida Tabosa dos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463; https://orcid.org/0000-0003-3128-3659
The present study investigates new forms of student financing of higher education used by Kroton, Private Student Parceling (PEP) and PraValer. Its general objective is to analyze these two new forms of financing in the context of the financialization of education. It is hypothesized that the Student Financing Fund (Fies), student financing guaranteed by the State, was a policy that prompted the privatization, expansion and financialization of higher education in Brazil, which paved the way for these new forms of financing. Methodologically it is a case study based on historical-dialectical materialism. It uses bibliographic and documentary research which has analyzed documents such as: the financial and accounting statements that Kroton provides on its website; the TCU reports; data on expansion published by INEP; news and articles published by electronic newspapers from 2015 to 2018. It points towards a conclusion which confirms our hypothesis, i.e., that Fies acts as a contradictory policy, since it makes access to higher education possible, while it strengthens the privatization and financialization of this level of education. In addition, after the redesign by which the Fies went through in 2015, the process of expansion of the private-commercial sector, through private student credit lines, is intensified, since PEP and PraValer, credit lines offered by Kroton Educacional, are formulated in this scenario of financial unsustainability of the Fies. Thus, Kroton Educacional presents more latently its financial facet as it distances itself from the educational and pedagogical processes and acts in the sale of credit / finances. PraValer and PEP, in general, are programs that use the omission of information and the association with the conditions provided by the Public Financing Program to stimulate the sale of credit. In addition, the advertisements by the PEP and PraValer lines are misleading insofar as they advertise no interest and no guarantor, a fact that becomes explicit when analyzing the contracts. The PEP and PraValer programs are openly targeting the low-income population, and the conditions offered by the programs suggest that students and their families may find it difficult to pay off the debt they incur, so that we can say that this proliferation of student financing is a responsible educational product to inaugurate a new moment for private HEIs insofar as it intensifies financial relations in the sector
Acesso aberto (Open Access)
A gestão das políticas do ensino médio integrado: um estudo de caso
(Universidade Federal do Pará, 2013-03-27) SANTOS, Carmen Lucia; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This research discusses about the management policies of the school integrated and objective analysis on the network of technological schools do Pará - EETEPA in the city of Belém, and in particular, the School Technology Education Teacher Teixeira, in order to verify that the management has contributed to the implementation of this policy. The research was conducted through a case study in a critical perspective, and as a tool for collecting data to document research and semi-structured interviews. Currently, in Brazil, the school has been the subject of transformations through various policies, among which we highlight the policy of integrated school, whose purpose is to articulate the professional technical education middle level and high school in a training process that enables the access to scientific knowledge and professional. One of the main questions that this research intends to answer is whether the management has contributed to the implementation of policies on vocational training to high school integrated network of schools in technological education of Pará, in the town of Belém. We believe that management is one of the means by which the actions in pursuit of improvements and changes are materialized within the school. In this context, our research has identified that the management model that has been practiced by the Education Department of the State of Pará, through the network EETEPA is unilateral, and currently has failed to mobilize the principles of integrated education, different school locus research that, through the exercise of democratic management has been trying to consolidate the policy of integrated secondary school, even before a painting of "persecution" to staff and faculty of the School and few incentives. The aspects that could be seen at the conclusion of the research evidences that any theoretical foundation of this policy is maintained in reference Marxian and Marxist and democratic management through its principles were important elements at the time of policy implementation and contributed in building consolidation, but it has not been enough to maintain them, since the network management EETEPA that part of a one-sided perspective, has undermined the actions and projects of integrated secondary school in "ground school".
Acesso aberto (Open Access)
O Grupo Escolar Lauro Sodré em face da política de expansão do sistema escolar no estado do Pará: institucionalização, organização curricular e trabalho docente (1968-2008)
(Universidade Federal do Pará, 2011-02-25) COSTA, Renato Pinheiro da; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612; http://lattes.cnpq.br/7102416953096612
In the present investigation aimed to understand the importance of educational institutions in the materialized elementary schools created in the era of Republican Brazil and its impact on the federal unit of Pará, analyzing the influence of his deployment to the organization of society and the formation of the citizen from the founding of the Group School Lauro Sodré between the historical period from 1968 to 2008. Adopted as a research method to document analysis, having as theoretical research based on documentary sources, iconographic and bibliographic, tracing the historic line of institutionalization of primary education developed in the elementary schools with its dissemination and implementation in the municipalities, interacting and modifying the social structures, economic and cultural cities, which led to the reconstruction work of the aspects surrounding the formation and work of teachers belonging to such a context, the curriculum structure and methodologies used in the process of institutional consolidation of primary education. Guided by questions problem: What is the importance of educational institutions in the organization of society and schooling of the Brazilian citizen?; How to materialize the integration of elementary schools in the education system of Para and what implications they brought the social structure of the second unit federated Governmental speeches?; How important geopolitical and educational primary school established in Lauro Sodré County Moju?; What were the requirements for the exercise of teaching and how they conducted the curriculum practices of these individuals at this institution? For the elementary schools are identified as the first republican project used to secure the Brazilian population between the ideals of their philosophy and ideology and in another phase of history as a means to prepare the manpower to leverage the country's progress, in this manner these education institutions have become spaces of achievements, conflicts and tensions in order to uncover the various situations that were involved in its context.
Acesso aberto (Open Access)
A identidade profissional do pedagogo no curso de pedagogia da UFPA e nas diretrizes curriculares nacionais: aproximações e distanciamentos
(Universidade Federal do Pará, 2009-04-03) CAMPOS, Helane Cibele do Nascimento; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This research focuses on the proposal of the current Pedagogic political project’s professional identity of the Universidade Federal do Pará (Campus Belém), relating it with the professional identity which is indicated in the Diretrizes Curriculares Nacionais for the Education course, that happened in 2006, and trying to identify the similarities and the distances that exist among the presents proposals of identity in these curriculos orientations. The study could investigate the identity that professional makes part of, my own identity constitution, from my own admission in Education course at Universidade Federal do Pará, it contributes to the discussion about curriculos orientations of the Education courses in Brazil, and in this way, it strengthens the set of studies which have already been carried out and in the process of the investigation at Instituto de Ciêmcias da Educação da UFPA, about Education course – it not only added the efforts undertook but others Brazilian researchers and professional associations that investigate about the professional identity of the Educationalist. The methodological and theoretical route of this research got its inspiration in the presented cathegories by Dubar – like: professional identity of the base, inherited identity and focus identity – it has been developed through the collection and analysis of the documents which are related to the two curriculos that are mentioned, orientations aiming identity in the Projeto Político Pedagógico of the Education course of UFPA and indicated in the Diretrizes Curriculares Nacionais of the Education course. For the summary, I selected paths of the collected material, I selected paths of the construction of the professional identity of the Educationalist’s profile, the curriculo organization; and the course duration. In each of these pathes I tried to identify the similarities and distances between both curriculo orientations in analysis in these study, I reflected about important aspects like: teaching, management, and locus of the formation of the Educationalist professional and his reconfigurations in the context of the present educational politics.
Acesso aberto (Open Access)
Os impactos do sistema ‘CAPES’ de avaliação sobre o trabalho docente na pós-graduação: o caso da UFPA
(Universidade Federal do Pará, 2011-04-18) MOTA JÚNIOR, William Pessoa da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This study is aimed to analyze the impacts on teachers' work the system 'CAPES' assessment of graduate studies at the Federal University of Pará Thus, the study uses official documents that deal with the evaluation policy for post- studies in Brazil and interviews with teachers in three graduate programs at UFPA. It starts with the premise that the restructuring process and the reform of the Brazilian state have induced changes in higher education with centrality to policy evaluation and the teacher's work. These changes in higher education consolidate a university project designed from the capital of international organizations which require dilution of boundaries between public and private regarding the expansion, financing, evaluation, autonomy and knowledge production. Graduate school is the locus of the implementation of the reform of higher education in Brazil, since the market influences are clearly visible in the evaluation model of post-graduate from CAPES. It is, therefore, a process that occurs in the context of continental formation of a new educational regulation tripod sitting on per capita funding, local management and systemic evaluation. In this context, teaching, understood as the primary responsibility for educational outcomes, undergoes a profound restructuring process with its impact on nature, purpose and directions. Research shows that the system 'CAPES' assessment of post-graduate, as an expression of the new educational regulation in Latin America, gives focus to the work of teachers in the process of evaluating programs and responsible for the results based on criteria formulated according to external interests and the logic at the time of production of cientific knowledge. The result of the implementation of this logic in the graduate program for teachers is the intensification of work through an outbreak productivist ever seen, the precarious conditions of production and sickening teachers. For the educational institution, we see a transformation in its ethos and identity that have changed the academic culture in order to bring it more in its structure, operation and end-activity of private companies.
Acesso aberto (Open Access)
A infância em processos judiciais em Belém do Pará: da criminalidade aos discursos jurídico-assistencialistas para a educação do menor desvalido (1890-1930)
(Universidade Federal do Pará, 2017-02-08) CORRÊA, Liliane da Silva França; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
The present study aims to analyze childhood in legal proceedings in Belém do Pará, based on the problem of crime, from the perspective of legal-assistentialist discourses for the education of underprivileged children from 1890 to 1930. Cases of minors: Joaquim Manoel da Silva, 13 years old, and Manoel dos Santos, 16 years of age, accused of various crimes. The judicial process is inserted in the context of the socioeconomic transformations of Belém in the passage from the nineteenth century to the twentieth century, which contributed to the increase of crime in the capital of Pará, due not only to the commercialization of rubber, but also to the project to modernize the city of Belém and of a new educational proposal of justice for poor children involved with crime in Brazil. However, this proposal was fostered in a work oriented education model, whose initiatives were based on the understanding of the alliance between Justice and Assistance, inserted in the philanthropic model logic, aiming at the moral sanitation of the society to focus on the poor, abandoned child ; and in the first code of Minors "Mello Mattos", implemented in 1927, thus enabling the system of assistance and protection for underprivileged minors. Thus, the questions that guide this study are: What discourses are present in the judicial processes of minors, Joaquim Manoel da Silva and Manoel dos Santos, on crime in Belém do Pará from 1890 to 1930? In view of this central question, we propose to raise some specific questions: What senses and meaning in the discursive statements are present in the judicial processes of minors, Joaquim Manoel da Silva and Manoel dos Santos? What ideological formation is contained in the discursive statements of the victims, witnesses and curators in the judicial processes on child crime in the capital of Pará? What is the educational proposal for the underprivileged minor in Republican Brazil from the legal-assistance discourses? In order to try to answer such questions, from the main objective of this study, I intend to: 1 - identify the meanings and meanings in the discursive statements present in the judicial processes of minors, Joaquim Manoel da Silva and Manoel dos Santos; 2 - to point out the ideological formation contained in the discursive statements of the victims, witnesses and curators in the judicial processes on child crime in the capital of Pará and; 3 - analyze the educational proposal for the underprivileged minor in Republican Brazil from the legal-assistentialist discourses. Child crime was directly linked to poverty, abandonment of the family, the demographic explosion and the modernization project of the city of Belém, which looked at the social, economic and political convergences and divergences that occurred in several capitals of the country, contributing to the emergence of less criminal. Against the Pará elite, which emerged in the Belle Époque, there was a population of poor children assigned to commit vagrancy, vagrancy, and theft crimes. The corpus of this research encompasses two judicial proceedings, collected in the archive of the Memory Center of Amazonia and belonging to the documentation of the Court of Justice of the State of Pará. The analysis of this corpus was thought from the Discourse of Bakhtin, where it was possible to identify the senses and meanings that constituted the case records based on the Penal Code of 1890.
Acesso aberto (Open Access)
A matinta tem a cor da chuva: ludicidade como estratégia de ensino-aprendizagem para Educação ambiental
(Universidade Federal do Pará, 2015-08-31) DIAS, Maírna Costa; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Whereas popular culture was established as a colorful mosaic of myths, rituals, values and knowledge, and they, in turn, are often absent from school spaces impeding the formation of critical social subjects and able to appreciate the local culture we recognize in the Amazonian legends (represented in this work by the legend of Matinta Perera) potential rescue tools, recovery and reinterpretation of the Amazon culture. The objective of this research was to try to understand the possibilities and approaches between Amazon mythopoeic and environmental education attentive and contextualized to the rich imagery of popular culture present in children's speech. We develop our study in Early Childhood Education School "Ecoescola Rita Nery" located in Tenoné District, Bethlehem, PA to the following methodology: focus group training with teachers of Ecoescola for discussion and planning of activity, thematic delimitation "urban waste and Matinta Perera "story staging tied the chosen theme," retelling "of the story by children and collection of narratives. We note, by the children's narratives, the character Matinta Perera presented with diverse character which provided an opportunity for children to incorporate habits and attitudes "ecologically correct", started to behave as environmental multipliers.
Acesso aberto (Open Access)
O fracasso escolar e a realidade educacional da Vila da Barca: retratos de exclusão e resistência
(Universidade Federal do Pará, 2006-04-02) FARIAS JÚNIOR, Raimundo Sérgio de; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
Acesso aberto (Open Access)
A organização do meio social educativo de uma turma de educação infantil ribeirinha da Amazônia: um estudo à luz da teoria de Vigotski
(Universidade Federal do Pará, 2019-03-12) OLIVEIRA, Luciana da Costa; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
This dissertation consists of a study about the organization of the educational social environment of a children's education group in a public school in the community of Caruaru, on the Island of Mosqueiro, linked to the Municipal Secretary of Education of Belém do Pará. Vygotsky's theory. In the perspective of this author, people are constituted as subjects through their social relations and it is up to the school education to organize the social relations experienced by the children in the school, so as to intervene in their processes of human formation in a critical and emancipatory perspective. Thus, this research had as objective to analyze which educational social environment contributes to the formation of the conscious personality of the children of a class of children's education riverside of the Amazon. The investigation was divided into two stages. The first stage consisted of the observation of the organization of the educational social environment. The information in this stage was produced through observation, semi-structured interview with the teacher, meeting with the families of the children and analysis of the School's Political Pedagogical Project. The second stage consisted in the execution of the collaborative action to contribute to the pedagogical practice of the teacher regarding the organization of the social educational environment of the class, in order to collaborate for the process of social formation of the conscious personality of the children. The production of information in this stage was accomplished by means of study sessions, elaboration and execution of a planning with the teacher and the children. In both steps, field journal annotations and audiovisual and photographic recordings were carried out, in order to ensure the study of the processes, according to the way of proceeding the analysis by the genetic-causal method postulated by Vigotski. The results obtained in the first stage pointed out that the teacher had as theoretical basis the theory of Vygotsky and the ideas of Paulo Freire, but had no training in the perspective of riverside education. He had participated in a course in the level of improvement in early childhood education and perhaps because of this, he organized the educational social environment listening to the children and taking into account their particular life peculiarities, their knowledge and experiences, as well as the peculiarities of childhood. In the second stage, the results showed that the collaborative action contributed to the organization of the educational social environment, potentializing the pedagogical practice and the formation of the conscious personality of the children. It is concluded that the concept of educational social environment formulated by Vygotsky, if taken together with the conceptual system of the author and with the conceptions defended by the scholars of riverside education, can contribute with the teacher in his historical task of thinking and organize a critical early childhood education for and with the riverside children of the Amazon.
Acesso aberto (Open Access)
A pedagogia das competências nas práticas pedagógicas dos professores nas escolas estaduais de educação tecnológica do estado do Pará
(Universidade Federal do Pará, 2013-03-12) RODRIGUES, Jaqueline do Nascimento; ARAÚJO, Ronaldo Marcos de Lima; http://lattes.cnpq.br/7901626430586502
Treats this dissertation of the teacher's pedagogic practices in Para's State Schools of Technological Education, that adhered the Pedagogy of the Competences. The field research had as general objective to identify and to analyze what stays of the Pedagogy of the Competences in the teacher's practices in the Technological Schools. For this it characterized sententiously the pedagogic practices proposed by the Pedagogy of the Competences; identified the teacher's pedagogic practices of three Schools Technological of Pará that tried to implement the reform of the technical teaching of the years 1990 and, finally, it analyzed the pedagogic strategies in use for the professionals of the education looking for to identify ruptures and continuities, in the educational practices, between these and the recommendations originating from Pedagogy of the Competences. To reach these objectives and to reveal the problem proposal, it was contributed in the theoretical-methodological referential materialism of the historical-dialectical. Preceded from bibliographical revision the field research was accomplished making use of interviews structure forms and support observations. The analysis of data was accomplished through the content analysis. The accomplished research indicates as found that the pedagogic practices of teachers that adhered to the Pedagogy of the Competences and that tried to implement assumed the market as main reference, values the active methods as methodological strategy, quest to articulate instrumental theory and practice and that it is not executed by participant mode.
Acesso aberto (Open Access)
A política de assistência estudantil no governo Lula: 2003 a 2010
(Universidade Federal do Pará, 2014-08-26) SANTIAGO, Salomão Nunes; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The general objective of the research is to analyze the student assistance policy developed during Lula´s government (2003-2010) in order to attend undergraduate students of federal universities, especially at the Universidade Federal do Pará (UFPA), identifying its impact concerning retention of these students. We started, centrally, of the question: how has been developed the policy of student assistance in the context of the politics access and retention of the students in higher education, especially, in the federal universities during Lula's government (2003-2010)? We start from the perspective that understanding this process assumes that we consider the context of capital's structural crisis, when emerging, on the political level, the neoliberalism and on the economic, the productive restructuring, with the redefined of State´s role as well as of social policies (including the student assistance). We adopted the methodology based in literature and documents, in the frame of references of historical materialism. In this sense, we analyze laws and decrees that concern to the defined objective, in addition to statistical and budgetary data about the expansion of higher education (undergraduate courses), particularly in UFPA. We work with the analysis’ categories of contradiction and mediation as addressed within the historical materialism, as mediations for understanding the Student Assistance policy subsumed in social policies and how they relate to the legal provisions that regulate the student assistance. We also used – as a category related to the assistance policy – the permanence which is central in this process. We conclude, among other things – in the interior of the adopted methodology - that the Student Assistance as established and institutionalized in Lula´s government (2003-2010), through PNAES (National Student Assistance Program), represents a conception limited, fragmented and focused on the poorest social segments of the population, considering this policy adopt the logic of lower budget feature to the largest quantity of care. This logic resonates in a negative manner regarding the permanence of students in UFPA and consequently the failure related to the conclusion of the courses, which removes from the Student Assistance her character of universal social right.
Acesso aberto (Open Access)
Práticas pedagógicas construídas na escola rural multisseriada: o movimento de afirmação e transgressão do modelo seriado de ensino na Amazônia Amapaense
(Universidade Federal do Pará, 2017-05-29) CUNHA, Suany Rodrigues da; SILVA, Lúcia Isabel da Conceição; http://lattes.cnpq.br/5758168217659420
The present study aims to investigate the pedagogical practices built in the rural multi-serialized school, aiming to identify aspects that point to affirmation and transgression of the serial teaching model in Amazônia Amapaense. It is justified to seek to understand the vision we have about the multiseries and its implication for the construction of pedagogical practices, paying attention to the specificities of work through the regulation of time, organization of the learning space and systematization of knowledge. The study is based on the following: What aspects emerge in the pedagogical practices built in the multi-serialized rural school that point to the affirmation and transgression of the serial teaching model in Amazônia Amapaense? For this study the qualitative research was indicated, with the adoption of the dialectical method and the type of case study, having as instruments the observation in locus, semi-structured interview and photographic records. The results of the research indicate that the conceptions of the teachers investigated on the multiseries imply in the construction of their pedagogical practices, focusing on the discrepancy of the positions on the profile of the classes, perception of the heterogeneity of the subjects, conditioners of the regulation of the time, organization of the learning space And systematization of knowledge. These references make it possible to identify in the didactic-methodological strategies assumed by the pedagogical practices of the teachers, aspects that contribute so much to the affirmation of the pillars as to the transgression of the serial model of teaching revealing contradictions inherent in the construction of the pedagogical practice.
Acesso aberto (Open Access)
As prescrições curriculares oficiais para rede de escolas de educação tecnológica do estado do Pará no contexto da implantação do ensino médio integrado no período de 2004 a 2009
(Universidade Federal do Pará, 2011-08-08) FERREIRA, Eliani Galvão; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The present study aimed to analyze the core curriculum requirements for deploying officers school built on the Network of Schools of Technical Education of the State of Pará (EETEPA) in the period from 2004 to 2009. Obtained funding from CNPq and was linked to the Group of Studies and Research on Curriculum and Teacher Education in the Perspective of Inclusion (Includere). This is a case of documentary character. The course of study was carried out through exploratory research in related studies with literature review of secondary sources in the area of education followed by desk research in primary sources, such as laws, normative acts, newsletters, educational proposal, plan course a unit of computer technology Network EETEPA through selective criterion. The discursive aspects covered were: the theoretical foundations for integrated deployment of high school vocational education; policies curriculum for high school and professional education emphasizing the dual character between general and vocational training. As well, the movement was rescued deploying high school integrated nationally and locally in the state of Pará by the official curriculum requirements. Results achieved: firstly reported to the strategies adopted by SEDUC for deploying high school integrated in schools Network EETEPA, namely: Creation of the Directorate of Secondary Education, with two coordinators, the High School and Professional Education , Breaking the contract with OSETPP, rescuing SEDUC for the administration of the eleven (11) schools; Creation Network EETEPA; Realization of events (conferences, forums and seminars); Elaboration of educational proposal for Network EETEPA; Development of Political Project Pedagogical Network for EETEPA; guidelines for restructuring the political-pedagogical projects of technological schools and construction plans for technical courses; Opening bid for public offering subsequent courses, integrated and PROEJA;, and initiation of reforms in the physical technological units. We performed also the identification and analysis of official curricular requirements for Network EETEPA, namely Educational Proposal for Network EETEPA; Guidelines for implementation of middle level technical courses in an integrated manner for Network EETEPA; Specific Guidelines II: Broad Built for high school. In reviewing these documents, I found that the educational proposal prescribed by COEP Network EETEPA / DEMP-SEDUC, consistent with the proposal devised by the Ministry of Education, both elements redeem those disseminated by the Brazilian educational thought from the decades of the 1980s, with the purpose to build the foundations of a unitary school and polytechnic, making explicit the philosophical inspiring document. However, it was found that the plan computer course Magalhães Barata Technical School (located in the metropolitan region of Belém do Pará) failed to submit a proposal consistent with the fundamentals of integrated school.