Navegando por Assunto "Autobiografia"

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Biografemática e formação: fragmentos de escrita de uma vida
(Universidade Federal do Pará, 2013-04-12) GONÇALVES, Jadson Fernando Garcia; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
The present work has as research object the auto-biographems in the context of teachers formation. It analyses a set of texts of autobiographical characteristics extracted from the proceedings of the International Meting on (Auto)biographical Research – CIPA – of 2006, 2008 and 2010. The study is focused, mainly, on the notion of biographem, and on the problematization of Writing of Life in autobiographical texts of teachers of higher education – as presented on the mentioned editions of CIPA. Setting Writing of life (on its autobiographical form) as a problem, shows the changing alternatives (characterized by encounters, dis-encounters, bifurcations, links, contiguities, sinuosities, fragmentations) of a life. A written life, not as a direct and veridical correspondence with life, but as a possibility of creation, of invention of a writing of life that produce some kind of influence... Details of a life, strokes, spaces, holes, fragments that cast a spell, touch, scape from the text and get into our lives; details that produce a co-existence: joy of writing: immanent artifice of a life. This work, as an exercise of critic, does not propose an analysis of auto-biographical texts from a judicative our veridical perspective, it does not aim to criticize the object or the form of writing, but it aims to offer a collection of fragments, lines, sentences of pleasure that allow to link life and writing, a life crossing through lines of writing, a life as fault, crack of lines of writing. It also imply an affirmation, as force-idea of this thesis-experiment, of the impossibility of “imprisoning” life into an Auto-biography-destiny and proposal of a auto-biography-drift.
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Cartografemas: fragmentos autobiográficos de um artista-professor
(Universidade Federal do Pará, 2009-05-15) SILVA, Jorge Leal Eiró da; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
This research is an autobiographical narrative that approaches the life career of the painter and professor Jorge Eiró. The research proposes to investigate the articulation between the activities performed and its implication in its process of formation. Incorporates as a plastic and conceptual reference the visual poetic of its work associated to its esthetic and cultural approximation while production of subjectivity. In this movement, the composition of the narrative writing figures in a cartography and assumes the sense of function, as the concept of Gilles Deleuze and Félix Guatarri, aligning itself in a post-structuralist theoretical perspective. In this conception, subject and object of the autobiographical cartography convert themselves in superject. The narrative elapses in piecemealed reports, scattered but articulated among them, elaborated in a biographem, as the concept of Roland Barthes. The function of the cartography articulated to the form of the biographem constitutes the narrative mix of cartographems. The writing is crossed by cultural references as musical (soundtracks) and literary (literary lira) from the affective memory of the author. The problematization consists in the ways that are articulated and rejected the autobiographical component, enunciated in the biographems. With a bibliographical methodology, this research presents as fundamental categories the autobiography in education, the art and the teaching in art. In the composition of this self-portrait, the theoretical methodological chart of the cartography is featured by cardinal lines of reference from the following authors: Nietzsche, Deleuze and Guatarri that conceptualize the cartography as post-structuralist; Barthes conceives the narrative writing in form of biografemas; Larrosa and Rolnik align the cartographic bearings to an autobiography in education; Argan and Derdyk draw the history and philosophy field of art; finally, Corazza and Silva colour the composition with the philosophy of difference in education and the poetic of an artist-writing.
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Diálogo entre história e psicologia: a biografia na berlinda
(Universidade Federal do Pará, 2010-06) LEMOS, Flávia Cristina Silveira
She pretends - if, this text, interrogate the uses from biography and from autobiography, wondering the outcomes from this practice of production of oneself, as of this date discussions based in Foucault and Bourdieu. Diverse authors, representatives from the social sciences and humans, they have checkmark the interest crescent at theme, on actuality. The biography and the autobiography can be used for building by one model exemplary the be imitator and canonize , producing a conception of unit lineality, grieved and continuance on history of life , all the same , also allow rupture with the uniformity, depending on the manner I eat if he may be used. In this way, the theory from history he should be contributions about to the practices from Psychology, from one dialog the respect from thematic and discussion in rule.
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Educação inclusiva: um estudo autobiográfico sobre o processo de escolarização de um estudante com deficiência visual
(Universidade Federal do Pará, 2016-09-01) SILVA, Jarbas Marcelino Costa da; SILVA, Lúcia Isabel da Conceição; http://lattes.cnpq.br/5758168217659420
This study has as its theme: the trajectory in the basic education of a student with Visual impairment. The method used was autobiographical, treated from the history of life, establishing a history of blind person in the light of the ideas and practices of special education and inclusive education, contextualizing, so the relationship of construction/deconstruction of concepts, which allows the reader to understand the pedagogical practice for me experienced during the period from 1982 to 1986, and the theories and knowledge for this dissertation. So, soon concludes it is a perspective of ruptures, discontinuities and feedback processes that might be able to synthesize my academic trajectory, only partially, because to me, review processes means to overcome them.
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Memórias (in)visíveis: narrativas de velhos sobre suas infâncias em Belém do Pará (1900 - 1950)
(Universidade Federal do Pará, 2008-07-01) DUARTE, Antonio Valdir Monteiro; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This research looks into the infancy in the city of Belém of Pará state, in the first half of the last century (1900 1950). The intention is to understand the reality of the children who lived in an epoch full of great transformations in the economic, political, social and cultural levels. The city of Belém lived, at that time, one of the most prosperous moments of its history, due to the large rubber production, which posed, until the end of the XIX century, as one of the most commercialized and exported products of the country. This way, the study aimed at understanding the historical context, especially, in the first half of the XX century. The rubber apogee led the city to a surprising development, being even compared to the big European cities. However, all the modernizing project carried out in the city brought consequences and contradictions, which were made worse by the decreasing of the rubber economy, contributing considerably to the differences between the emerging elite, which made use of all the services offered in the city, and the less favored class, that was kept aside of all the process. In this scenario, we meet the child who started to be seen as a subject of rights. Nevertheless, little was done to guarantee that those rights would be respected. In order to understand the infancy in this period, narratives were taken from the elderly ones who were selected accordingly to the following criteria: They should be aged from 80 yrs. Old, have lived their childhood in the city of Belém, have both physical and psychological conditions to remember and narrate their infancies. The narratives were decisive to understand, for example, aspects of the familiar composition that, at the time, were characterized by respect, obedience and, above all, by the imposition; the relationship of the child with the public space; the arrival of the child to the school to study, despite the difficulties imposed by a under formation system; the alternatives of leisure found by the child, the politics of assistance to the abandoned child; among others. Besides authors who discuss and carry out research upon the oral history such as Thompson, Alberti, Bosi, Vidal, we dialog with others from the area of the infancy such as Kramer, Tozoni-Reis, Demartini, Rizzini, Arriés, and, also in the area of historiography and Amazon history such as Sarges, Figueiredo, Salles, Mendes, among others. Finally, the research preferred narratives which, in constant dialog with the theoretical references, were the lead thread of the construction of the history of the infancy in the city of Belém.
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Mudanças na prática docente no ensino de física: espaços, tempos e movimentos de experiências vividas por uma professora
(Universidade Federal do Pará, 2010-04-14) CASTRO, Cláudia Silva de; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
This work is an autobiographical narrative in research that I conducted on change in teaching practice from the following question: What contributions to the change in teaching practice may emerge from experiences in the context of physics teaching at School level? The study was based on four experiences I lived in the teaching performance: the Project Pre-Vestibular Solidário (PPVS), in a private school, in two public schools in Santarém-PA, and teaching practice with the Physics Teaching Through Themes (PTTT), which was held in a state school in Ananindeua-PA performed exclusively to support this investigation. This last experiment consisted of a work in cooperation with the teacher practitioner responsible for the class of 3th degree, at night, which was held in the practice. For analysis, I made use of memories of teaching the first three experiments, and narratives constructed from the experience of PTTT. The narratives were produced as daily lesson produced by me and the teacher practitioner, reports and testimonies from students, and interview with the teacher. These material were analyzed in order to build understanding about the process of change in my practice. I consider teachers as agents of educational change, according to Goodson (2008a, 2008b) and Fullan (2009), and deal with changes in beliefs and personal values. The analysis identified as elements of change: changes and reconstruction of models and concepts of teaching-learning process, teaching status, science, scientific knowledge and formative dimensions resulting from learning in physics; challenges regarding the complexity of everyday life in the classroom, the uncertainties of practice, building a relationship of dialogue with students, promote the motivation for the teaching-learning process in physics, the quest for continuous learning, reconstruction of the role of teacher-students relationship in teaching-learning process, develop the practice shared, the difficulties of production conditions of teachers; interaction arising from exchanges with fellow teachers, and students, which enabled the construction of the practice of collectively and shared, and the construction of values and attitudes such as trust, openness, flexibility , and the internal movement with respect to anxiety, dissatisfaction, conflict related to the driving modes of teaching, his gaze steady for you, besides the belief in change. The studies carried out conclude that the change in teaching practice in the teaching of physics has to do with how we face the conflicts arising from the distances between the training and educational performance, since during the training models are built models and conceptions of science teaching, the learning process, and others that are distant from the daily tasks in the contexts of work and sometimes need to be rebuilt. Thus, the change in teaching involves multiple dimensions, continuous learning, openness to dialogue, flexibility to construct and reconstruct beliefs and values, ways of being and acting in teaching.
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No Trajeto das Águas, Memórias do sagrado feminino na gravura Afro-Amazônida
(Universidade Federal do Pará, 2021-02-22) SANTOS, Glauce Patrícia da Silva; BRITTO, Rosângela Marques de; http://lattes.cnpq.br/3188863381591509; https://orcid.org/0000-0001-9458-3515
The researt investigates the art processes that gave rise to the series of engravings “On the path of the waters over the grooves of the rivers”, “The waters”, “The woman whose children are fish”, ande “Sacred feminine”. The investigation of these series is importante for presenting the symbols of the sacred feminine, as well as identifying the use of engraving techniques. The relationship with the theme of the recorded images, the artistic practice in the studio, the grafic processes during the production of the engravings, the memories of plates, objects, people, the boat crossings carried out during childhood and adulthood, the paths traveled between the river and the sea, they are vestiges of a place kept in memory. It also concerns the experiences arising from Afro-Brazilian religiosity, in which the symbologies, representations of the sacred feminine are presente. The essence of my artistic process as a woman, artist, of a terreiro ando f African descente, which highlights personal experiences, Family memories, ancestral memories, the perception of the world in the Brazilian diáspora, manifesting itself naturally in the engravings. Roberto Conduru tell us that, in order to understand Afro-Brazilian art, it is necessary to provide essentialities. With regard to memory, Maurice Halbwachs and Aleida Assmann’s theory is based, as well as jan Assmann and his studies related to belonging. Pierre Verger says that the religion of the orixás is linked to the notion of Family, and that Iemanjá and Oxum open na enchanted world, that of Waters. Lydia Cabrera and Reginaldo Prandi clarify the way in which female water deities presente themselves. The symbologies of shells, pearls, oysters, snails, shells, and the analogy with women, are sacred forces concentrated in the Waters. The universe of water is associated with the sacred-feminine, through engravings.
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Portfólio reflexivo: narrativas de formação inicial de professores de ciências biológicas
(Universidade Federal do Pará, 2022-06-24) NEVES, Maria Aparecida; GABRIEL, Gilvete de Lima; http://lattes.cnpq.br/7285092318547702; https://orcid.org/0000-0002-5187-8353; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
This research was motivated by the concerns that accompany my practice, within the scope of teacher training. It aimed to understand in what terms the reflective portfolio, developed by the students, during their formative course in the Licentiate of Biological Sciences at the Federal University of Roraima, is configured as a device for the formation and constitution of teacher identity. In order to understand the meanings of what the subjects narrate, this study is based on a qualitative approach, of narrative research, together with the (auto)biographical method; understood here, not only as a knowledge or research strategy, but, rather, as a means of articulating reflection and self-knowledge associated with narrative research. With a stance of critical interpretive hermeneutics, for the analysis and treatment of biographical data, a methodology based on reflective analysis was followed, based on the paradigm of the text, proposed by Ricoeur (2002), using the hermeneutic arc. For this study, a time frame of five years was established (2014 to 2018) and the analysis corpus consisted of the portfolios provided by five graduates of the Degree in Biological Sciences at the Federal University of Roraima, whose selection took place, complying with the following inclusion/exclusion criteria: having completed the degree within the time frame and having worked or been working as a teacher for at least six months. This criterion was established due to the high number of graduates in the period. An analysis designed to define the training axes graduates as a possible training device for large companies and, for better definition, based on Josso (2004) training training, namely: Axis i; which it treats as formative experiences of/for accency; Axle ii, which deals with formative experiences for Science Teaching and; Axis iii, which deals with the experiences that form professional identity. Thus contributing, based on the epistemological theoretical assumptions embraced in this study, to the defense of the Thesis that the learner, during his formative path, in the movement of writing portfolios, manages to (re)signify his experiences, through processes of reflection on the capacity, transforming and constituting themselves in formative experiences, in this process, their professional identity trainer.
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Ser professor de ciências e matemática: regimes de verdade e processos de subjetivação
(Universidade Federal do Pará, 2015-10-08) BRITO, Ivete Brito e; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
This work is the result of research developed during the master's degree and has the main objective think the production of subjectivity of science and mathematics teachers from “games of truth” establishing the place of good and bad teacher. In this sense, it raises the statements that produce, contemporarily, teaching and the conditions that made it possible to say it to a specific place. For such, a statements analysis enrolled in autobiographical narratives present in Master's dissertations of a program of graduate in Education in Science and Mathematics of a Federal Public university was carried out. In these narratives, Master's students reported approach movements with the research object of their dissertations giving visibility to the discourse on teaching crossing, shape and inform their knowledge and practices. Taking as analytical tools the theories of Michel Foucault about the processes of subjectivity the study examines contingencies and statements that have led to the construction of discourses on teacher training in science and mathematics prevalent in certain historical moments producing ways of being teachers. Narratives are thought of as part of a set of cultural productions side of literature to area of Education in Science and Mathematics, legal texts and mediatic as artifacts that not just say, but bring up the teaching in science and mathematics as a subject of time that turns throughout history. The results of the analysis allowed to build an typological inventory changing and coexisting of traditional teachers, innovative, reflective researchers...Ranging alternating, overlapping, confronting, composing a repertoire of rules and behaviors that regulate and moralize formation and practice teachers. However, it is necessary to highlight the porosities in the tissue that builds the garments of this mutant teacher, are cracks that leak other ways of seeing and living teaching as espace of self-production.