Teses em Educação (Doutorado) - PPGED/ICED
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2736
O Doutorado 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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Navegando Teses em Educação (Doutorado) - PPGED/ICED por Assunto "América Latina"
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Item Acesso aberto (Open Access) A colonização de corpos, corações e mentes: educação e higienismo em escritos de periódicos pedagógicos no Pará (1891-1912)(Universidade Federal do Pará, 2015-02-27) VIANA, Luana Costa; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245The study approaches Education and Hygienism. The objective is analyze the relationship between education and hygienism in Latin America and the materialization in the speeches of men of science, in the periodic of education produced in Brazil, Pará State, published between the years 1891 to 1919, to understand the epistemic sense that assumed. In this sense, this thesis proposes the question: in the context of Latin American colonialism, which senses had the discourses that was related education and hygienism produced by Pará men of science, between the years 1891-1912, materialized in educational journals? Therefore, was adopted the document and literature. Epistemologically, has guided us in New Cultural History and Theory colonialist. The papers that was read in the research is composit of articles of educational periodicals published: "Revista de Educação e Ensino", "A Escola" and "Revista do Ensino". For their analysis were articulated others documents such as, educational legislation (scholar regiment, decrees and opinions); Reports of government agencies responsible for instruction and health in Brazil, particularly in Pará. The results show that when dealing with education in association with the medical-hygienist ideology, the constant publications in periodicals produced representations that denied the knowledge of populations originating from the mainland and other less considered, such as black people and poor white people. These productions the students of these populations are compared to the wax and plants because they are fragile and influenced by the action of adults considered uncivilized. Then, the speeches in defense of cleaning the space, time and school activities indicated in the periodic try to shape bodies, hearts and minds of children and adolescents in a case where the colonialism of power is manifested in its epistemological fields (colonialism of knowledge) and ontological (colonialism of being). Therefore, the argument of this study is that the doctor-hygienic rationality embodied in the discourses of men of science present in educational journals produced in the State of Pará, Brazil, published between 1891-1912 confirmed the colonialism which arose in Latin America.Item Acesso aberto (Open Access) Educação para mulheres e processos de descolonização da América latina no século XIX: Nísia Floresta e Soledad Acosta de Samper(Universidade Federal do Pará, 2016-05-20) LIMA, Adriane Raquel Santana de; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245This study analyzes the concept of education for women in writings of authors Nísia Forest and Soledad Acosta de Samper, relating this concept of education with the decolonization process in Latin America. The research part of the investigative question: what is the concept of education for women present in the writings of the Brazilian Nísia Foresta (1810-1885) and the Colombian Soledad Acosta de Samper (1833-1913), and how this concept is linked to the historical context of decolonization of Latin American continent? It presents as a central objective to analyze the concept of education for women present in the writings of Nísia Foresta and Soledad Acosta de Samper, understanding how this thought is linked to the historical context of decolonization of Latin America. Methodologically, it is a theoretical thesis, based on analytical assumptions of cultural history and comparative history of Latin American social thought. The sources are constituted by the writings of Nísia Foresta and Soledad Acosta de Samper, especially those who are directly and indirectly related to the educational theme. The results confirm the research hypothesis initially raised, namely, that the writings on education of Nísia Foresta, in Brazil, and Soledad Acosta de Samper, in Colombia, are two models of Latin American intellectual production that put in debate the educational formation of woman in close relationship with the political movements of decolonization of the south American continent. The writings of these authors are a border thinking that emerge in the dense and secular plot of decoloniality in Latin America. Nísia and Soledad are undoubtedly writers who challenged her time, because they reflected about the conditions of oppression that Latin American women were subjected, as well as blacks and Indians. In addition, both proposed an education based on the real needs of independence of their countries, emphasizing education for women as a right, which refuted the hegemonic discourse of intellectual inability of women to learn and build scientific knowledge.Item Acesso aberto (Open Access) Educação popular e pensamento decolonial latino-americano em Paulo Freire e Orlando Fals Borda(Universidade Federal do Pará, 2015-11-27) MOTA NETO, João Colares da; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245This study aims to analyze the formation of a decolonial conception on the social and pedagogical thoughts of Paulo Freire and Orlando Fals Borda, identifying their contributions for the formulation of a decolonial pedagogy as an expression of popular Latin American education. It considers the following problem: which decolonial conception is present on the social and pedagogical thoughts of Paulo Freire and Orlando Fals Borda, and what the contributions of these authors for the formulation of a decolonial pedagogy as an expression of popular Latin American educacion? This thesis is characterized, methodologically, as a theoretical one, registered in the fields of cultural and comparative history of the social thought. The primary research sources are the works of Paulo Freire and Orlando Fals Borda, written in distinct and significant moments of their intellectual productions. In both authors, the decolonial design was sought as from four aspects: biographical, epistemological, methodological and ethical-political. The study results converged to confirm the hypothesis, then, the thesis’ statement that the works of Paulo Freire and Orlando Fals Borda are an antecedent of the Latin American decoloniality debate, and that the creation of a decolonial pedagogy in our continent is strengthened by educational, political, epistemological and sociological contributions that these authors provided for the popular education. This matter is sustained on its praxeological trajectories as sensing/thinking intellectuals and Third World educators; in their sharp criticism to the colonialist nature of society, the pedagogy and mainstream science; in their bets towards a dialogic, intercultural, conscientizing and researcher popular education; as well as their rebellious, subversive and insurgent utopias.