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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Acesso aberto (Open Access)
O adoecimento dos trabalhadores docentes na rede pública de ensino de Belém-Pará
(Universidade Federal do Pará, 2014-06-16) REIS, Maria Izabel Alves dos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This thesis investigates the illness of teachers working in elementary education from Public Education Network in Belém - RME in Pará State, from the educational reforms implemented in the period 2005-2012. The overall objective consisted in analyzing the causes of illness of teachers in Public Education Network of Belém RME, noting the following specific objectives: to analyze educational policies of RME; identify the effects of educational policies and their relation to the illness of the teacher; analyzing the working conditions of teachers; identify the occurrence of intensification and casualization in teaching and possible relations with the illness. The survey was conducted in two stages: the first stage was the realization of literature to better understand the topic. To understand the concept of Work, World of Work, Work, Work and Education Market studies were performed in authors such as Marx (2006), Alves (2010); Antunes (2006), Frigotto (2003), who bring a deep understanding of the subject matter, why are references for analysis in historical-dialectical perspective. On Educational Policy and Teacher Labor, has been taken based on studies of Oliveira (2003); Maués (2006); Shiroma et al. (2007) and others. The authors used to discuss health and illness in general and school were: Bravo (2010, 2011), Codo (2006, 2010), Was (1999), Benevides-Pereira (2006), Minayo (1998) and others. The second stage of construction of this thesis was to field research that served to supplement and clarify questions and doubts about the object of study, structured and semi-structured interview questionnaire being used and the third stage is configured in the definition of categories, from research field. This phase has been characterized by decomposing texts into units, reclassifying them for reunification and was performed in three steps: a preliminary analysis, which consisted of the organization of the material, the exploratory analysis, consisting of coding and classification, and finally the treatment of the results and interpretation, which focused on tabulation and application of descriptive and analytical techniques of data. The survey results indicated that the causes of illnesses in RME are related to: a) working conditions in its broad sense, indicating the existence of processes of intensification and casualization of teaching; b) policies for continuing education requirements with steep grades rating in the Index of Basic Education Development - IDEB; c) the existence of teacher malaise, corroborating the wear and low job satisfaction.
Acesso aberto (Open Access)
"Arquitextura dos afetos: escrileituras sobre desenhos de artistas-professores"
(Universidade Federal do Pará, 2014-03-21) EIRÓ, Jorge; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
This work invests in a narrative whose proposal is to weave a writing-artist on a plastic production – professor-drawings – of professor-artists of the Faculty of Architecture and Urbanism of the Federal University of Pará. Around these common vectors (art, teaching and architecture), we notice the occurrence of drain lines which emerge from the plastic productions that cross their subjective processes. Thus, how do their drawings involve the movement of creation-formation of these artists-professors? How are the lines of artistic creation and art teaching articulated? Hence, the desire of a deferred consideration of such images, understood as lifelines of these professors-artists. The study works with Deleuze and Guattari carthography in order to explore both their artist notebooks and professors’ diaries, proposing an artist writing-reading in the form of biographems based on Barthes. This theoretical and methodological junction is the origin of the cartographems, a concept used by this author in his master’s thesis, and used again in this thesis-scripture concerning his conception of his architexture of affections. A manner of writing that runs the risk of a scripture: visual narratives of a writing-drawing (graphein), not as a critical analysis, but as a confabulation that emphasizes poetic inventiveness and artistic creation in educational writing. The Education which is sparkled by the field of creation as the production of the difference: an educreation as policy plastic, for the artist writing creates lifestyles, aesthetics of existence, artistic and poetic concepts of the difference. A thesis-scripture conceived between writing lines and drawing lines, as will of power in the immanent field of creation.
Acesso aberto (Open Access)
Avaliação da implementação das ações de enfrentamento ao abuso sexual contra crianças e adolescentes em escolas públicas de ensino fundamental do bairro do Guamá – Belém-PA
(Universidade Federal do Pará, 2013-03-04) LIRIO, Flavio Corsini; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
Scholars point to the school as a strategic location to strengthen the action of coping with sexual abuse of children and adolescents. Since 2000, with the elaboration of the National Plan to Combat Sexual Violence against Children and Adolescents, public policy for the treatment of this problem has gained greater visibility and organicity in Brazil. Sexual abuse of children and adolescents is a major event recorded by Dial Human Rights (2011) and the Guardianship Councils of Belém (2010). The Guamá neighborhood - Belém / PA has the highest rate of complaints of this nature and girls are the majority of victims. This context reveals the social relevance of the problem. This thesis has as its object of study the implementation of public policy for confronting sexual violence of children and adolescents in public schools teaching the fundamental Guamá. To be able to print a contextual analysis of the research was conducted through a qualitative approach supported in the techniques of semi-structured interviews and documentary analysis. Survey data are documents relating to plans, programs and projects that government has in its scope to confront this kind of violence and are targeted to schools. Also interviews were conducted in thirteen schools in public elementary schools of district with directors or officers appointed by them. The analysis of the material was through the technique of content analysis divided the stages of pre-analysis, inferential analytical description and interpretation. Data analysis showed that: 1) policies formulated at the federal level in the area of training of education professionals and learning materials developed for the purpose of subsidizing them at appropriation of the theme not reached the schools surveyed, 2) plans / projects that have among their objectives coping with this type of violation due to problems of infrastructure and personnel were not executed as planned, 3) nine interviewees consider that there is a thematic approach to the curriculum of the schools, but not as specific content but a discussion point among other issues. The conclusion is thus that the weaknesses brought to public policy to combat violence against children and adolescents has not been implemented in the public elementary schools of Guamá - Belém / PA. Children and teenagers of compulsory school age, are the main victims of sexual violence. Therefore, the importance of integrating the school in network coping with conditions to identify and report cases of this nature. But for that, must to have that policies designed for this purpose come to school units, especially the training policy and has intersection with educational policy.
Acesso aberto (Open Access)
Ciclo de política curricular do estado do Pará (2008-2012): a enunciação discursiva sobre relações “raciais”
(Universidade Federal do Pará, 2014-08-22) SANTOS, Raquel Amorim dos; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This study analyzes the discursive statements cycle of curriculum Pará State Policy on relations "race" from 2008 to 2012, from the approach of the policy cycle, proposed by Stephen Ball. In this analysis, is focused production policies in the context of influence, production context of political texts and practice context. The theoretical and methodological framework that supports the analysis of the socio-historical theory and dialogical language based on Bakhtin (2010, 2011), cycle approach of authoritative policies by the theories of Ball et al (1992) for studies on Relations "race" we left the concepts of Guimarães (1999, 2002, 2008) and Rabbit (2009) on race. And on social relations in the educational field, we use the conceptual notions of field and habitus in Bourdieu (2008, 2009, 2010). The study is a qualitative approach (FLICK, 2004). We used as data collection sources oral and written documents, among which: Articles, Theses and Dissertations on Relations "Race" and Policy Course conducted in two national databases and international: a) ANPED (GT-21); b) CAPES site / PPGE; c) Ford Foundation. Publications: a) Basic Education Policy Pará State, especially the axis of Curriculum Policy; b) I State Conference on Education: Diagnostics, guidelines, objectives and targets approved; c) Basic Education in Para: elements of a democratic educational policy and quality Pará all (vol I and II) and semi-structured interviews with fourteen social workers working in the SEDUC, USE and schools of the State Public Network, which participated in the Curriculum Policy Pará State. The data were analyzed by analysis of enunciative-discursive process based on Bakhtin (2010, 2011). From the analysis of the discursive articulation of curriculum policy cycle Pará State on relations "racial" and interpenetration of discourse between the contexts of influence, context definition of political texts and practice context the study results show that different statements produced in various contexts are marked by hybridization speeches, the result of recontextualization processes. It is inferred that the curriculum policy of the State of Pará is presented in interrelationships between multiple contexts in the policy cycle (Ball, et al, 1992). Despite the continuous nature and not hierarchical policies, the joint macro- and micro advance regarding estadocêntricas approaches and policy recontextualization process that occurs in the context of practice, the study concludes that the curriculum policy Pará State exists as a political State, exists as an educational policy. However, the feasibility of this State and educational policy in the school regarding the "racial" relations, it does not occur due to the weakening of cultural and theoretical competence of social agent who must implement it. The weakening is in implementing this policy in the context of practice. There is a problem between what is projected and what is practical, which helps to assign the social reality dissemination and ratification of racism and discrimination in different areas that make up the curriculum policy.
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/5826372225106245
The 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.
Acesso aberto (Open Access)
Controle social e descentralização na gestão da política educacional de Castanhal – PA
(Universidade Federal do Pará, 2014-06-04) LIMA, Francisco Willams Campos; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This thesis has as its object of study the Municipal Board of Education, in order to understand the role played by this body, the decentralized educational policy Castanhal - PA. The problem of limited research on the organization and management of the educational policy of the municipality, as well as the political institutions of the Board in reference to the exercise of social control; the form of participation of civil society, especially the subaltern classes in the definition, implementation and evaluation of educational policies; and educational policies pursued since 2000 when starting the process of delegation of powers conferred upon the municipality locus of research, by the year 2011, comprising six (06) terms of two (02) years, which makes a total of twelve (12) years of management decentralization of educational policies, the institutionalization of Municipal Education System. For both, it was established as guiding hypothesis: the Municipal Board of Education Castanhal - PA, even with the delegation of powers, continued playing a role that approximates a control-management in the management of educational policies, rather than constitutive dimensions of social control, such as: monitoring, assessments and proposals. Were elected as axes of analysis for understanding the phenomenon investigated dimensions: technical inspection; political-ethical-evaluative and purposeful. This is a qualitative research, which focuses on a case study, whose data were revealed by means of bibliographic and documentary research, interviews with the social subject. The survey results confirmed the hypothesis that the working class could not exercise social control, in the analyzed period, from the dimensions aired this work, because of the bureaucratic state management model, which went on to influence the actions and procedures of the Board sometimes alluded. Indeed, the scale technical inspection ended at the micro level, the management of educational policy, without the effective participation of the working class; political and purposeful, dimension in turn was more related to the need to reduce bureaucracy of accreditation processes and approval of educational institutions; and the ethical-evaluative dimension was not possible because of some problems that were identified, including the methodology used for evaluation of educational policies, thus leaving the favor the more direct involvement of key users of educational services.
Acesso aberto (Open Access)
Currículo e formação docente no curso de ciências sociais/UFPA: configurações, continuidades e rupturas (1963-2011)
(Universidade Federal do Pará, 2013-04-30) FREITAS, Leandro Klineyder Gomes de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The thesis investigates the curricula design of the Social Sciences course of the Federal University of Pará, Belém campus in the period 1963-2011, with the main objective to reflect on the place of the teacher education course in that, in view of the relationship that established between the baccalaureate and graduation. More specifically, the study intends to investigate and analyze the main guidelines that were established by the curriculum proposals for teacher education, as well as identify the curricula design were structured for that course and how they are addressed disciplines geared for graduation. The survey was conducted from bibliographic survey on the topic in physical libraries and database virtual documental research on curricular designs, resolutions, menus and more. We also used the semi-structured interviews with faculty professor in order to deepen and clarify issues not contained in the documents. The study used as the main theoretical contributions of critical theory in the curriculum, especially the works of Michael Young, Basil Bernstein, Antônio Flávio Moreira other entres. The research results revealed that the local settings of the course curricula designs of Social Sciences is due in large part to structural factors of the Brazilian educational system and the consolidation of post-graduation in mid-1960 and early 1970, contributed to increase the hierarchization between teaching and research between undergraduate and graduate school, between the school and the academic field in Social Sciences. The restatements curricula occurred in the course of Social Sciences curriculum standards maintained for most courses of Social Sciences in the country since its creation. The curricula design of the course of Social Sciences analyzed guided by a conception of teacher education based on the model of technical rationality that favors the separation between education content and education pedagogical, theory and practice. Despite numerous reformulations curricula occurred in the course of these changes Social Sciences held a disciplinary organization structure under the collection type of curriculum, where single subjects are oriented to their own development and protected by strong boundaries and hierarchies. The curriculum collection characterized by classification and framing strong promotes isolation between areas of knowledge which contributed to the rigid demarcation of borders between the field of Social Sciences and Education, between education oriented researcher and education oriented teacher.
Acesso aberto (Open Access)
A dimensão afetiva nas representações sociais de docentes da pós-graduação em educação
(Universidade Federal do Pará, 2014-02-24) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study addresses the affective dimension in the social representations of teachers of postgraduate education, specifically the teaching of the Graduate Programs in Education at the Federal University of Pará and the University of the State of Pará The objective of this investigation was to examine the constitutive processes of social representations of teachers on PPGEDs of affection, to elucidate the implications in their work. It is a study focused on psychosocial processes, ways of knowing, know and feel the resulting constructions and shared among teachers acquisitions, from interactions with others in their work context. The theoretical approach we have adopted the Theory of Social Representations of Serge Moscovici (1978) referenced in the procedural approach developed by Jodelet (2001) and collaborators. About affectivity in embasamos the assumptions of Freud and Wallon, they conceive affection as an essential dimension of human development, which is from the affections and affective relations, subject to feelings of ambivalence. Affect and are affected by love, hate, envy, joy, pleasure, loneliness, fear, fraternity. It is a qualitative and quantitative research that sought to understand the senses and meanings attributed by the teachers surveyed. The instruments for data collection were: an online application form and interview deepening. The characterization of the participating teachers PPGEDs and issues related to affection and teaching work were analyzed using SPSS software, and the information from the interviews were subjected to content analysis according to Bardin (1977), Franco (2003) and Birth (2002). From the thematic analysis of the speech of the teachers found the existence of three dimensions that organize the RS group studied, namely: cognitive, ethical and political, relational and affective. These two central dimensions structure trends objectivations and anchors the representations of teachers of PPGED UFPA and UEPA on affectivity. The first indicates a strong tendency to reframe the social representations of teachers in affectivity. These images reveal senses and settled on sharing, dialogue, respect for teachers among themselves . The second trend indicates that social representations of teachers are anchored in the rationalization of psychosocial processes on affectivity, ie, the reified universe. In this trend, the subgroups of interest from their opinions, beliefs and ideologies prevails. These two trends imply distinct affective relationships in their work in postgraduate education. We find that the dynamics surrounding the affective dimension in relations between teachers in graduate programs in education contributes to the maintenance and / or renewal of the social representations shared and communicated these academic contexts.
Acesso aberto (Open Access)
A educação como transgressão: nos horizontes da escolarização de hansenianos no Pará do século XX a (re) criação da experiência de si
(Universidade Federal do Pará, 2013-03-25) COSTA, Ghislaine Dias da; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
To present Thesis that interferes in the group of researches developed by Pesquisa Education's Line: Curriculum, Epistemologia and History of the Program of Masters degree in Education of the Federal University of Pará, the 20TH century. Takes as corpus of study the narratives of five education ex-Hansenianos memories, documents and historical sources to analyze by triad power-know-subject, that experience as a transgressor. The theoretical research depart of contributions from authors transiting by post-structuralism, especially the thought of Michel Foucault where search-if a dialogue about parallel lives, education, subjectivation, transgression and aestheticization. The survey analyses show that the experience of schooling not only presents some specifics about the modes and the context in which it was carried, but, also, as for the singular and existential meaning that acquired for the hansenianos patients that entered the school in their lives, and with this they opened banks to experience both of transgressors processes itself as in the collective social life of the colony by decreasing the strength of subjectivation: make it possible to think that the Transgression in the field of education, plays an important role in Education to enable the creation of passages, gaps for new configurations of senses, new modes of existence, as a space for the recognition of the multiplicity of existence, the difference in the formation of subjectivities resistant, transgressive, creators; reveal a unique experience of schooling can contribute to re questioning knowledge and educational practice ethics and politically committed to the differences and contribute to redeem certain images sometimes forgotten history, the lives of infamous men, denied, silenced voices in contexts of schooling; Finally point to the prospect of teaching ethics and aesthetically oriented, capable of acts of creation and the transgression.
Acesso aberto (Open Access)
Os elementos de inclusividade na prática curricular de uma professora: uma análise a partir da cultura escolar
(Universidade Federal do Pará, 2013-03-25) MESQUITA, Amélia Maria Araújo; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This thesis aimed to analyse the argument of the school community of the Pará School on the nomination of the practice of a teacher as inclusive, searching from this point identify the elements of inclusion present in a practice with strong feature of traditional education. It worth to say, that the expression curricular practices with elements of inclusion, understands the inclusion as a thing that is materialized in state, situation or quantity. Therefore, the inclusion as noun (inclusion) applied to the term curricular practices comes from an adjective dimension, this way, it reveals materiality. This movement is necessary because the practice indicated as inclusive presented strong characteristic of what the literature of inclusion calls excluding or failed inclusion. At this point emerged the following problem: Why a practice that can be considered non inclusive in the literature of inclusion is recognized as inclusive by the school community of Pará School? This problem was unfold on the following lead questions: 1) What elements of inclusion compose/ change the objectified culture of the school materialized in the curricular practice of the teacher L? 2) What curricular practices are considered inclusive by the school community of Pará School? 3) What influence does the school culture has in what is underlying the idea of inclusion understood by the school community of Pará School? The research was developed in a qualitative approach through a study of case, using as data collect technique the observation, the semi structured interview (applied to two responsible for the handicapped students, a teacher and a pedagogue who works at the multifunctional resources room, a pedagogic coordinator and the teacher pointed by the school community) and as complement a documental analysis. The data revealed among other things the expectation that the school community of Pará School has about the educational inclusion of the handicapped students, turning evident that this one is settled in the possibilities of participation in the school activities that occur in different spaces and time, in the acknowledgement of the handicapped student “only” as a student, in the appropriation of knowledge properly from school and in the use of determinate and typical school workmanship. It was from these aspects and of the understanding that practice is objectified culture that school culture appeared as a central category for the analysis of the elements of inclusion present in the practice of the teacher subject of the research. From the present argument, was developed the thesis that the inclusive curricular practice for the school community of Pará School is the one that enables the handicapped student to participate/produce and appropriate itself of the school culture, as an own school culture.
Acesso aberto (Open Access)
O ensino de ciências naturais nos anos iniciais: concepções e práticas pedagógicas dos docentes em formação pelo PARFOR/Pedagogia/UFPA
(Universidade Federal do Pará, 2014-09-01) OLIVEIRA, Sônia Maria Maia; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
The study had as main objective to understand the Teaching of Natural Sciences in public schools in the metropolitan area of Belem from the conceptions and pedagogical practices of teachers in training at PARFOR working in the early years of elementary school. The specific objective are summarized in analyzing the concepts of natural science teachers in training who work in the early years; describe the pedagogical practices that are adopted by professors to teach Natural Sciences and assess whether there is influence of the National Curriculum Parameters of Natural Sciences in the design and pedagogical practice adopted by these teachers in training (who are students of PARFOR / UFPA). As object of study, focused on public school in Science Teaching in the metropolitan area of Belem from the perspective of teachers in training at the Faculty of Education of the UFPA. This is a qualitative research. The data collection technique was done by means of document analysis and field, whose sample of 20 teachers from public schools, who are currently in training at the PARFOR Degree in Bethlehem Pa-Campus Pedagogy. During data collection, we used official documents such as the NCP of Natural Sciences, Management Report PARFOR / UFPA and the Pedagogical Political Project of the Education Course / PARFOR. It was applied a questionnaire with open and closed questions to investigate the variables: socioeconomic, vocational training, labor market, conceptions of science and pedagogical practices. Adopted the content analysis data. Finally, in the final considerations spoke on the central and relevant aspects of the research, presenting the results and most significant analysis. The locus of research took place at the Institute of Educational Sciences - Faculty of Education - Campus Silveira Neto - Belem, Para Brazil. It is believed that this study will subsidize other research on science education in the early years, as in the databases of indexed events and magazines of the area, yet there is no work that report to this issue here in the state of Para. You can also serve as a source of research for other studies that arise in the line of Education: Curriculum, Epistemology and History.
Acesso aberto (Open Access)
As estratégias discursivas sobre políticas educacionais da ditadura militar: O caso da Revista de Cultura do Pará
(Universidade Federal do Pará, 2014-08-21) SILVA, Rosângela Maria de Nazaré Barbosa e; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This thesis aims to analyze the discursive strategies of nationalism and national identity in the present educational documents and of the Revista de Cultura do Pará and its convergence in the definition of Pará educational policy in the period 1970-1985. This paper argues that the converging arguments as discursive strategies of educational documents and of the Revista de Cultura do Pará in the period 1970-1985, due to the political and cultural moment of the game, setting the senses imposed educational policy (and respectively cultural policy) , based on the ideology of nationalism (and regionalism), and built in this period a national and regional identity set on a notion of citizenship, which contributed to the legitimacy and hegemony of the military regime. From a methodology focused on documentary analysis of the Revista de Cultura do Pará in the period 1970-1979, and based on the theory of Pierre Bourdieu and the postulates of the theory of nationalism, Anderson and Hobsbawm, the study concludes that these intellectuals undertook discursive strategies of integrative and conciliatory character of a national policy aimed at national integration, and therefore were quite harmonious with the policy guidelines of civil-military dictatorship and became an obligatory reference in the education process citizens, for its potential to build a positive outlook regarding their nationality, their history and their space.
Acesso aberto (Open Access)
A formação do pesquisador na pós-graduação em educação na universidade moderna: valores epistemológicos e ético-políticos
(Universidade Federal do Pará, 2013-03-15) OLIVEIRA, Damião Bezerra; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This work aims to comprehend the axiological referential of the Modern University and its consequences on the education process of the students in the Postgraduate Program in Education, (Portuguese: PPGED), on the Federal University of Pará, (Portuguese: UFPA). The research problem can be expressed by means of two questions: 1) Which epistemological, ethical and political values does UFPA incorporates on its ideal of formation? 2) With which values is the formation of PPGED researcher’s imbued? An epistemological approach was then used, substantiated on the hermeneutic-existential phenomenology and employing bibliographical data, semi-structured interview transcriptions and field notes as texts, in the organization of which content analysis techniques were utilized. Through this analysis it was concluded that the modern university has its origins rooted in the Illuminist philosophy, which despite considering the notion of research as its center, was truly based on the concept of Bildung (German word for “Formation”) and related to the neo-humanism. The university has to create researchers not limited to the stricto sensu, it must educate individuals who can think by their own means, autonomous, critic and rational, and in these values resides the essence of research. The following thesis could then be attested: “The epistemological, ethical and political references of the modern university, based on the notion of an autonomous, free, conscious and critical subjectivity maintains its institutional vigor in the constitution of the axiological referential concerning the process of education of UFPA students, specially PPGED students, despite being modalized and criticized, in a self-criticism oriented process, which is a constitutive part of the modern individual.
Acesso aberto (Open Access)
A gestão universitária: um estudo na UFPA, de 2001 a 2011
(Universidade Federal do Pará, 2013-04-19) RIBEIRO, Maria Edilene da Silva; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The research hereby presented had as its main objective and focus the university management in the Federal University of Para - UFPA (State of Para, Brazil), with emphasis to participation and autonomy in the process of institutional decision-making within the context of the reform of the State, in the years 2001 through 2011. It consisted of a case study that departed from the premise that, within the context of neoliberal reforms and by means of rules and regulations both national and international, the model of managerialism is being spread throughout the institutions of the social sectors, such as the universities, which takes place under internal consent and according to guidelines that approximate them to the market, causing participation to be restricted to collegiate and autonomy to be devalued. In UFPA, actions of the Superior Councils such as reformulation of legal framework, planning processes, election of directors, among others, have been adjusted to the principles underlying the guidelines mentioned above, and thereby university management is being remodeled. The method of dialectical historical materialism was used in order to analyze the conflicts and contradictions present in the model of management adopted by UFPA. The data were gathered in a number of sources, namely minutes, regiments and resolutions of the institution as well as in Brazilian legislation and documents issued by international organizations. Also, semi-structured interviews with nine subjects and direct observation of the meetings of the Councils were conducted, from September/2010 through September/2011. Analysis was carried on regarding: - theoretical conceptions of management and its transposition to the educational sector within the context of the capitalist society; - the model of managerialist management and its relation to the neoliberal reforms of the State as well as of Higher Education, departing from regulations issued by the federal government in accordance to the international organizations; - the main conflicts inherent to the university management, in UFPA, with emphasis to the statutory reformulation, the choice of directors, and the institutional planning process; - the materialization of the university management through the actuation of the UFPA Superior Councils. Results indicate that the model of management founded upon the principles of managerialism has been adopted in UFPA being consented by the Superior Councils and expressed in the processes of elaboration of the new Statute of UFPA, the Plan of Institutional Development (PDI), and the Program for the Support to Plans of Restructure and Expansion of Federal Universities (REUNI); in the choice of the major administrators; and in the actuation of the Superior Councils. Such aspects demonstrate the relation to the guidelines and regulations issued by the neoliberal State and international organizations, and indicate a model of management that, on the one side, does not allow for collective participation while restricts the UFPA institutional autonomy, and on the other, promotes distancing from debate and from the implementation of an emancipatory project.
Desconhecido
A identidade profissional dos professores do Curso de Licenciatura em Educação Física da Universidade Federal do Pará
(Universidade Federal do Pará, 2013-11-08) NASSAR, Sérgio Eduardo; MOREIRA, Wagner Wey; http://lattes.cnpq.br/5798244047692726
The present study describes the understanding that the university teacher attaches to his/her professional identity and to the identity that the Physical Education course aims to beuild in its students, and was developed with 10 teachers at the College of Physical Education, Castanhal Campus of Pará Federal University. The central thesis is that the area of Physical Education, as it does not have an object of study of its own that sustains a professional identity, is in an epistemological crisis, slithering in pedagogical practices of teachers that tend to reproduce contents learned in their initial academic courses and from dialogues established with theoretical-methodological conceptions that do not match with the Pedagogical Project of the Course. It is a qualitative research, with phenomenological approach, meant to answer the following questions: What professional identity(s) do College Teachers assume in the Castanhal/Pará Physical Education Course? What professional identity(s) does the Castanhal/Pará Physical Education Course forge in students? Empirical data were produced by means of a questionnaire and a structured interview, based on the “Técnica de Elaboração e Análise de Unidades de Significado” (Development Technic and Units of Meaning Analysis) (MOREIRA; SIMÕES; PORTO, 2005), which resulted in the units of meaning. The empirical data is supported by the discussion on the professional identity by Dubar (1997, 1998, 2005, 2009), Sergio (1995, 1999, 2003, 2008) and Bento (2004, 2006, 2012). The study revealed the difficulties of teachers who work in the Physical Education College establishing the professional identity of the area, due to the absence of such discussions, ever since their graduation courses and in their professional lives. We point out to the need to broaden the debate on these issues that evidence the gap between the Pedagogical Project of the Course and the teachers‟ practice in classroom. We conclude that the collerge‟f teachers do not establish this consensus between what the PPC proposes and what the curriculum explains, not defining the identity of the future teachers that they intend to place in the job market.
Desconhecido
Juventude e inclusão: representações sociais sobre a condição juvenil no campo
(Universidade Federal do Pará, 2014-09-30) NEVES, Joana d'Arc de Vasconcelos; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This research investigated the construction process of the Social Representations of the Young Ones graduated in the Program “Knowing of the Earth and PROJOVEM Country- Knowings of the Earth”, at the municipality of Bragança-PA, about their juvenile condition in the country and their relations with the national proposition of social inclusion, implemented at local level by the mencioned Program. The study had as theoric and methodologic referencial the “Social Representations”, developed by the romenian Serge Moscovici (2009), Jodelet (2002), Marková (2003), Nscimento (2014), and others, which makes it possible for us to articulate the processual approach to the sociocultural country. With this referencial we built the logic of dimensions that compose the representative scaffold of this study. In order to accomplish this, we followed the indicative support of Jodelet (2001, 2009), synthesized in the following formulations: 'Who knows?', 'What is known?' and 'What effects?', and added the 'What for?'. These supports nurtured the dimensions and structures of analysis present in this study: 1) Being a Young One of the country in Bragança's country; 2) The Social Representation of the Young Ones graduated in the Program “PROJOVEM Country- Knowings of the Earth” about their juvenile condition in the country; 3) Re-significations of the juvenile condition in the country: analysis of the inclusion proposition at local level. The participants of the research were 10 young ones, the Program Coordinator and the educators. In order to collect the corpus of the research, we utilize as methods: Listed Interviewing and the Focal Group. Apart from the analysis dimensions, we used for the analysis of the corpus of the research the technique of “Discourse of the Collective Individual” of Lefevre and Lefevre, for highlighting of objetivations and anchoring. In the hypothesis proposition we defend that the construction process of the Social Representations of the Young Ones graduated in the Program “PROJOVEM Country- Knowings of the Earth” is linked to the social inclusion limits, which constitutes the dialectics of inclusion-exclusion, inherent to the capitalist system. The results reveal changes in the Young Ones' Representations regarding its juvenile condition in the country, thanks to their experiences in the mencioned Program. However, even recognizing that these new representations were constituted by their experienced in the PROJOVEM Country, in practice the changes in juvenile condition do not configurate as possibilities of change for the development of the country in the Bragança municipality.
Desconhecido
O mito da virtuosidade da avaliação: trabalho docente e avaliações externas na educação básica
(Universidade Federal do Pará, 2013-01-25) ASSUNÇÃO, Mariza Felippe; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494
This thesis work in Basic Education and Teacher has as object of research the relationship between politics and external evaluation of teaching for basic education in the city of Belém. The overall goal is to analyze the model of educational evaluation, established by government and it’s relationship with the teaching work of the lower grades of elementary school in the city of Belém, with an emphasis on classes that undergo “Prova Brasil”. The methodology used was the literature and case study, understanding that this is in line with the recognition that the problem of the proposed research is of specificity in Municipal Educational Belém also noteworthy is the comparison of interviews with teachers, allowing joint analysis of the following categories: external evaluations, regulatory and educational teaching. The research shows that: a) The Administrative Reform of the Brazilian State demand new regulations and having as parameter defining the dynamic evaluation, social policies that reduces the logic of the market, and expands the reach of education to produce school failure, blaming the teacher b) From the deployment of “Prova Brasil” exam and consequently the release of IDEB no significant changes in the context of teaching the teachers of the schools surveyed, since their work schedules were strongly affected by the dynamics of the external evaluations and in particular the need to tailor their work to the dynamics of the tests proposed by MEC Proof via Brazil and the Municipal Education-SEMEC c) There is a daily concern to equalize the numbers for the school flow that should result in the note IDEB d) The intensification of teachers' work is recognized by the teachers of the schools surveyed, however assume their responsibility without understanding the dynamics of accountability imputed state e) the institutionalization of new regulations reveals a kind of ideological collusion to manufacture the myth the virtuosity of the evaluation, in other words, there are sectors of society interested in maintaining a school class.
Desconhecido
Para além da aldeia e da escola: um estudo decolonial de aquisição da Língua Portuguesa pelos indígenas Wai-wai da Aldeia Mapuera, Amazônia brasileira
(Universidade Federal do Pará, 2017-04-26) CÂNCIO, Raimundo Nonato de Pádua; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The objective of this study that investigated the acquisition of the Portuguese language among the Wai-wai (Karib) is to analyze, based on the decolonial theorie, the meanings assumed by the acquisition of the Portuguese language by the Wai-wai natives of Mapuera Village, Brazilian Amazon. To that end, part of the following question: in the context of the reality of the Wai-wai natives of Mapuera Village, Brazilian Amazon, what meanings assume the acquisition of Portuguese Language? Methodologically, it is characterized as a Case Study of the Ethnographic Type, whose approach is qualitative, carried out in the school and in the village, together with teachers and subjects and indigenous people, using observation, interview and diary as a research resource of field. The study presents as a critical theoretical basis for reflection the Decolonial Theory and Postcolonialism, considering the relationship between the Wai-wai subjects, the acquisition of the Portuguese Language and the place that this language happens to occupy in the indigenous culture. The results of the study converged to confirm the hypothesis that the acquisition of the Portuguese language, historically claimed by the Wai-wai natives of Mapuera Village, even though it occurs in a way that attempts to deny their cultures, Politically and epistemologically, produced and still produces practices of resistance and confrontations. This argument is supported by the fact that the acquisition of the Portuguese language was initially possible only through the confrontation of the missionaries who attempted to seize this process in the village. And in the fact that today, in addition to the school and the village, this acquisition takes place both in the city and in the spaces of circulation with the non-indigenous, in the coexistence, in the interlocution, and in the circumstances of communication mobilized by communicative needs.
Acesso aberto (Open Access)
A parceria público-privada do Instituto Ayrton Senna e a Prefeitura Municipal de Benevides - PA: entre os desafios (pro)postos e os limites da realidade
(Universidade Federal do Pará, 2014-06-03) POJO, Oneide Campos; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The thesis entitled "A public-private partnership with the Ayrton Senna Institute and the City of Benevides/PA: among the challenges proposed and limits of reality" whose problem concerns the relationship between the guidelines issued by the partnership between Instituto Ayrton Senna (IAS) and the Municipality of Benevides (PMB), implemented through the Program Acelera Brazil and Se Liga, and interference in the municipal education policy and, consequently, the "pedagogical practice" procedure for teachers. As a central issue, set up: What are the implications of programs Acelera Brasil and Se Liga (from IAS), in the city of Benevides/PA in 2010-2012, in the context of redefining the role of the state in municipal education management and in improving the quality of education? The study aimed to analyze the implementation and development of this partnership between the IAS and the PMB, in order to understand the dynamics experienced by different individuals involved in the process, build relationships, forms of action and meaning of the partnership for the municipality. With this perspective we analyze the structural crisis of capital and the emergence of the "third sector" as central to understanding the reforms that followed, mainly from the 1990s. Works to the theme of public-private partnerships with IAS from three angles: management, autonomy and quality of education, addressed in its particulars throughout the text. The theoretical and methodological fundamentation was based on historical and dialectical materialism, assuming the studies and analyzes in that perspective and defended the theoretical and political importance of understanding this phenomenon of public- private partnerships in its entirety, in its materiality in public education, especially experienced for flow correction in Benevides/PA. The study is characterized by being a case study, whose privileged sources for data collection focused on semi-structured interviews with eighteen (18) education professionals who worked in the city for the duration of programs (teachers, supervisors, principals school, former secretaries of education) and in non-participant observation. From analyzes it was found that the partnership between the Municipality of Benevides and the Ayrton Senna Institute met the determinations of the MEC, aiming to reach the levels required in IDEB that beneath the coping of school failure policy, guidelines and prioritized proposals made based on management criteria to promote competition among public institutions; democratic management, although it is the rhetoric of managers, is not observed in practice undertaken by the subjects of the research objects in the Municipality, whose actions were closer to the management model advocated by IAS; that the search for the vaunted quality of education produced intensifying the work of teachers, the level of demand for results and achievement of goals, sometimes unrealistic, proposed by the partnership resulted in the education professionals involved, the impossibility of experiences democratic management and quality socially relevant.
Acesso aberto (Open Access)
Professoras aposentadas em território rural/ribeirinho: identidades e práticas socioculturais
(Universidade Federal do Pará, 2013-02-28) RODRIGUES, Isabel Cristina França dos Santos; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
This paper aims to analyze the meanings that retired teachers, who worked at elementary schools, as well as other people give to the identities and practices developed by women from the Moiraba and Carmo do Tocantins villages, especially in the interaction with a new teachers‘ generation. To accomplish the investigation, three movements of insertion were done in the focused communities to collect narratives from the people involved; the first phase was the exploratory one, the second phase involved interviews with different groups from the mentioned communities and the third phase involved ―Memory workshops‖ in 2009, 2011 and 2012 respectively. This way, we used theories from the Oral History especially to organize the Memory workshops. The narratives were analyzed from themes that involved the experience knowledge, the occupations, the work, the professional cycle, and the teacher‘s knowledge associated with the bakhtinian dialogism and the culture perspective related to the ways of living. This way, the retired women will continue to invest in other kinds of productive activities and they are willing to live new experiences showing that in certain communities in the Amazon, Pará, the imbrication between school, church and community leaderships is still recurrent. These are groups that don‘t work under political-administrative demands but through affective and respectful relationships. These groups value shared experiences especially with elementary school teachers contributing with their intellectual and human formation. They put new projects of life into practice and they try to keep the status the retired people who are available in different public spheres especially sharing knowledge with elementary school teachers. These procedures give them not only social acknowledgment but it also gives well-being which is an important aspect to construct a well succeed old age. Therefore, retirement is not an end, but an evaluation stage and a preparation for projects of life that are supported in more collective projects to give new meanings of life.