Navegando por Assunto "Autonomia"

Agora exibindo 1 - 18 de 18

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Aconselhamento linguageiro, motivação e autonomia: um estudo de caso em escrita acadêmica em inglês
(Universidade Federal do Pará, 2015-09-04) MARTINS, Marja Ferreira; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The difficulty reported by my classmates to write their final papers and the recent studies about language counseling started by me at the time prompted me to promote a research where I could verify the impact of counseling techniques in the students’ learning process of English as FL with difficulties in academic writing. Making connections with other areas such as autonomy and motivation, which had already been the focus of my attention. I decided to conduct a research aiming to verify how the language counseling can work as a scaffold to the autonomy of undergraduate students in English as a foreign language focusing on the academic writing skills improvement and, at the same time, to analyze the impact of this experience on their motivational process. For this, I search to verify, through a case study, how is the relationship between counselor and advised develops and describe, using multiple data collection resources (facebook chat, recording and transcription of chat sessions related to their writing problems and a final interview) to a better performance in academic writing. The results obtained through analysis of the collected material allowed me to observe that actually there is a considerable impact of language counseling techniques described by Kelly (1996), Stickler (2001) and Mynard (2012) both in autonomy and in student’s motivation process toward to the development their his writing skills for academic purposes.
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Agrobiodiversidade e conhecimentos locais das plantas alimentícias no quilombo de Deus Ajude, Arquipélago do Marajó – Pará
(Universidade Federal do Pará, 2020-09-08) BEZERRA, Sueyla Malcher; SABLAYROLLES, Maria das Graças Pires; http://lattes.cnpq.br/0250972497887101; SILVA, Luis Mauro Santos; http://lattes.cnpq.br/7285459738695923
In this study, we seek to analyze the traditional knowledge and practices associated with agrobiodiversity of food plants, as well as the constitution of sovereignty and food autonomy in the production of two non Quilombo of Deus Ajude, Salvaterra, Pará state, Brazil. For the development of the research, we used a qualitative and quantitative approach. Regarding the methodological procedure, we opted for the case study, participant observation, non-directive identification, questionnaires, free lists, collection and identification of botanical material. Data analysis was carried out by systematizing information collected and by the vertical and horizontal analysis of interviews, data triangulation and Cognitive Salience Index. Results showed that the traditional knowledge of the Quilombola community regarding plant foods is constituted through their daily relationship between the community and nature, as well as through the continuous exchange of knowledge between different generations. Amazonian seasonality has revealed itself as a regulator of the plurality of productive activities throughout the year, and these are carried out through a symbiotic relationship, where both nature and the Quilombo are sustained. In addition, the representative foods of the Marajoara Quilombo, such as beiju, cação, tiborna, cunhapira and crueira, become one of the ways of maintaining the Quilombo's agrobiodiversity. On the other hand, the limitations of access to the territory of common use, the impositions of the farmes around the Quilombo, and the influences of capitalist market that promote changes in the way food is obtained and on the eating habits of quilombolas are evident. Therefore, the valorization of Quilombola culture and its way of life becomes an ally for the preservation of traditional knowledge and practices, as well as the managed of agrobiodiversity.
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Análise da autonomia das populações tradicionais no manejo comunitário de recursos florestais madeireiros em unidade de conservação da Amazônia
(Universidade Federal do Pará, 2017-04-25) PACHECO, Jéssica dos Santos; AZEVEDO-RAMOS, Claudia; http://lattes.cnpq.br/1968630321407619
The present study aim to analyze the degree of autonomy of the traditional populations in the timber community forest management (CFM) in federal protected areas (UC) of the Brazilian Amazon. To do so, it was evaluated (1) the perception of stakeholders in two UCs and (2) the legal instruments and regulatory provisions that could influence this autonomy. In total, 111 stakeholders from the RESEX Verde Para Sempre (VPS) and the Tapajós National Forest (FLONA Tapajós) were interviewed among the Government, Community and Partner Organizations segments. The perception was evaluated by SWOT analysis and 5-level Likert scale satisfaction questionnaires. Relevant documents on the MFC used in the UCs (minutes, reports, diagnoses, among others) were also evaluated. Decision makers from the main federal environmental agencies in Brasilia were also interviewed. The results showed that the dependence of annual permits from the ICMBio and the administrative procedures of the MFC directly interfere in the autonomy of the traditional populations, although they are of exclusive obligations of the environmental agencies. In the initiatives studied, there was relative satisfaction on the autonomy of the traditional populations. However, governmental interference occurred in both cases. In the FLONA Tapajós, the governmental administrative structure has affected the freedom of the community to define its productive choices, mainly due to the outdated management plan of the UC. Also, the autonomy to organize and manage forest production has been restricted at RESEX VpS, both due to its financial dependence on partner organizations and the time lapse until management license is approved. The legal instruments and regulatory provisions of the MFC in UC are the main inducers of this scenario. It was verified that these instruments are constituted by rules of territorial, procedural and technical dimensions that, to a greater or lesser extent, interfere in the community autonomy in the management of the forest resource, in the process of obtaining the MFC license, and in the techniques required in the activity. The failure to comply with the legal determination to create differentiated provisions of sustainable forest management plans adapted to community needs has conditioned traditional communities to standardized technical requirements, to the detriment of the constitutional and legal recognition of their livelihood rights. Some priority changes in the regulations were identified and proposed in this study. It was concluded that the simplification of some instruments could increase the degree of autonomy in the timber CFM allowing its multiplication in the Amazon region, while ensuring, at the same time, a balanced and effective control by the State over public forests in common ownership.
Acesso aberto (Open Access)
Aprendizagem autônoma de línguas adicionais e formação docente em um centro de autoacesso no ensino superior
(Universidade Federal do Pará, 2021-03-19) RABELO, Jhonatan Allan de Andrade; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Self-access centers are spaces dedicated to the fostering of autonomy in language learning. They hold a variety of materials for self-directed learning (GARDNER; MILLER, 1999; COTTERAL; REINDERS, 2000; DOFS; HOBBS, 2011). At the Federal University of Pará, this space is the Base de Apoio à Aprendizagem Autônoma (BA³), which offers different forms of support to the undergratuation students of the School of Modern Foreign Languages since 2004. The positive effects that BA³ has had on students’ language learning can be found in publications of the field (MAGNO E SILVA. 2017; RABELO, MORHY, 2019). However, there is a noticeable gap which is the potential self-access centers can have on teacher education. The Applied Linguistics literature shows that Brazilian universities give little attention to the matter of autonomy in Teacher Education syllabi, even though it has been studied for over five decades. Educating teachers so they are able to foster autonomy demands practical experiences founded on a solid theoretical basis, especially when one considers the complex dynamic character of the autonomization process (PAIVA, 2006; LARSEN-FREEMAN; CAMERON; 2008). This reason justifies further debates on Teacher Education with a focus on learner autonomy and, consequently, the contributions that can emerge from the establishment of self-access centers in universities. Thus, this doctoral dissertation aims at comprehending the role of self-access centers on Teacher Education. The objectives include identifying how the work at BA³ may have benefited ten undergraduation students who worked there as teaching assistants or volunteers. Furthermore, it was attempted to verify how their perception on language teaching and learning was reframed based on the experiences they had while working there. Finally, participants’ competence on developing autonomous language learning activities was assessed, as well as the possible roles the researcher may have had while mediating this process. The theoretical references of this dissertation covered different themes, which constitute the mainframe of a theory on Teacher Education with focus on Learner Autonomy: motivation (USHIODA, 2008. DÖRNYEI, USHIODA, 2011), beliefs (BARCELOS, 2006), language learning strategies (OXFORD, 1990, SANTOS, 2011), and language assessment (ALVES, 2005; CUNHA, 2006). Concerning the methodological procedures, an ethnographic research was conducted at the autonomy and self-access study group, formed by the researcher and the participants. Research instruments included observations diaries, meetings recordings, and interviews. Results showed that self-access centers are spaces with great potential to Teacher Education, as they do not impose restrictions and give opportunities for pre-service teachers to experience autonomous environments, both as learners and teachers. In this process, the self-access center coordinator may act as an advisor for language teaching, bridging the gap between theory and practice and encouraging this practice by creating an atmosphere of experimentation and collaboration.
Acesso aberto (Open Access)
Aprendizagem de Língua Inglesa mediada por sítios: uma atividade promovida em um centro de autoacesso
(Universidade Federal do Pará, 2019-01-30) BORGES, Kleiton de Sousa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The Applied Linguistics (AL) studies in the area of teaching and learning languages have been conducted in an interdisciplinary way. One of the themes of these studies is the research on autonomy in language learning in order to understand how this process is instigated in learners from diverse learning situations. New technologies, as Computer Assisted Language Learning (CALL) and Information and Communication Technologies (ICT) are tools that can stimulate the development of this autonomy. These tools are present in educational institutions and in the daily life of teachers and students, enabling learning of a foreign language (FL) in an effective way (LEFFA, 2006; OLIVEIRA, 2012; ANDRADE, 2014; ARAÚJO, 2017). ICT is also used in self-access centers (SAC) in order to foster the autonomous studies of language learners in these spaces (GARDNER; MILLER, 1999; BARRS, 2010; MAGNO E SILVA, 2014; MYNARD, 2016). This work aimed to understand in what ways the activities mediated by computers, through sites, could influence the English language learning of students who attend and participate in activities at Base de Apoio à Aprendizagem Autônoma (BA3), a self-access center located at the Faculdade de Letras Estrangeiras Modernas (FALEM) of the Federal University of Pará (UFPA). A case study was conducted employing a quanti-qualitative approach with observation and application of on-line questionnaires. The results showed that English language learning sites influenced positively the development of participants' autonomy, since they began to use these sites on their own to practice by listening, reading and speaking English. It was also found that the good layout and the types of activities of these sites were important items which led learners to use them.
Acesso aberto (Open Access)
A autonomia dos sujeitos do campo: métodos e identidades
(Universidade Federal do Pará, 2016-12) BENTES, Haroldo de Vasconcelos
The article discusses the autonomy of the subjects of the field, under the aegis of Field Education, regarding their protagonisms and identities whether in the School or outside it. The objective is to signal the need to focus efforts towards the existential valorization of these men and women and their productions in space and time, in a strategic way, broadening the legitimate, global-local dialogue and vice versa. In the line of argument, two questions: on the assumptions of autonomy and legitimacy, temporality of knowledge, collective memory, and its specificities? And the importance of the global-local relationship in the existence of those, at the confluence of the paradigm of scientificity and connections with technological advances? The theoretical and methodological foundation aligns the presuppositions of the dialectic, scientificity and Scientific Initiation. In the conclusions: the subjects of the field need to be treated as political agents in the analytical process of reality; Dialogue with connections between local and global, scientificity and technologies as recognized and validated knowledge; The methodological, political and epistemic make of the teacher promoting new possibilities in adult learning; Scientific initiation as a method that broadens and deepens the vision of reality.
Acesso aberto (Open Access)
Autonomia e sustentabilidade indígena: entraves e desafios das políticas públicas indigenistas no estado do Pará entre 1988 e 2008
(Universidade Federal do Pará, 2010-11-05) GONÇALVES, Rosiane Ferreira; SIMONIAN, Ligia Terezinha Lopes; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781352Y2
This study examines the relationship between State and indian people in the Amazonia, focusing specifically designed indigenous public policies projected in the national level since 1988 and executed in the state of Pará. The Brazilian Constitution of 1988 provides a legal framework for the new interface established between the State and indian people, characterized by respect and recognition of several ethnic, linguistic, historical and sociocultural as well as the rights to their lands and resources within it. This study had aimed to examine how (and if) the indigenous publics policies developed and implemented since 1988 in Pará state guarantee (or not) the autonomy and economic sustainability, environmental and socio-cultural of indian peoples involved in them, has been developed building on the theoretical and methodological principles of anthropology, from an interdisciplinary perspective, with a temporal cut from 1988 to 2008, for indigenous publics policies analysis. Was held, also, field research to collect indian experiences and indigenous involving the ethnicities Tembé, Asurini of Trocará and Gavião Parkatêjê and Kyikatêjê, in the state of Pará. The study showed that indigenous public policies are "sprayed" in several agencies of the federal, state and municipal levels, revealing a complex network of actors and services, which, sometimes, overlap without providing the necessary integration. There is a strong tendency towards outsourcing of indigenous services, with the introduction of companies and NGO in their implementation. This has led it in a certain confusion to the indians when trigger the need for public services and have the satisfaction of their rights. The discourse of the construction of indian autonomy and sustainability has increased both among government sectors, as in the indian, which have, even appropriate to design their perspective of environment. The Indians people also have increased their participation in decision making processes involving the construction and operation of public policies. However, the effectiveness of such policies is still very tenuous. The indians´s realities studied show that much still needs to be done to ensure a sustainable and autonomous development for indian people.
Acesso aberto (Open Access)
Autonomização do campo judicial e redefinição das elites judiciais locais
(Pontíficia Universidade Católica do Rio de Janeiro, 2020-09) DIAS, Bárbara Lou da Costa Veloso
What the present study sought to identify was the type of process of transformation of the political field of the Brazilian judicial administration and its effects from the institutionalization of the 1988 and EC n. 45/2004 that produced selective incentives for the formation of a new political field of judicial administration in Brazil. The investigation has shown: 1.Significant degree of autonomy of the Brazilian judicial system in relation to other representative-democratic institutions; 2. The judicial system bureaucratic autonomization and the new articulation of this field with state executives; 3. This process of autonomy was based on an authoritarian history of professionalization in the field that legitimizes bureaucratic autonomization and expresses itself in a new type of judicial elite within the field of political administration in the judicial courts; 4. The emergence of a new judicial elite that represents itself as the bearer of modernization and professionalization in the judicial field and incorporates the habitus of this selfrepresentation and 5. The new articulation of the local Executive and Judiciary that establishes different modes of articulation in order to guarantee the autonomization of this judicial elite in relation to the other participants in the political-bureaucratic field.
Acesso aberto (Open Access)
A autoridade dos direitos humanos entre autonomia e bens básicos: o debate filosófico da teoria da lei natural de John Finnis com o positivismo liberal de Joseph Raz
(Escola da Magistratura do Rio Grande do Norte, 2020-04) PINHEIRO, Victor Sales; MACHADO, Ayrton Borges
This research explores the normative concept of human rights by summarizing the debate between the natural law theory of John Finnis and the liberal positivism of Joseph Raz, two of the most relevant analytical theorists of contemporary jurisprudence. To follow this debate, the article presents and criticizes three central arguments of Raz for the understanding of human rights: his thesis of unlimited authority, considered as exclusionary reason; his conception of practical reason and the autonomy of subjective interests; and the emergent order of human rights as limiting sovereignty. Then, the paper addresses Finnis' theory of natural law, also in three core arguments for the elucidation of human rights concept: the thesis of basic human goods as the foundation of natural rights; the universality and intrinsic value of human rights, according to the dignity of the human person; and the relationship between legitimate authority and the common good, based on the normativity of human rights. Finally, it concludes that Finnis is able to respond to the difficulties identified in Raz. Its methodology is hypothetical-deductive, based on bibliographical research, following a review of the primary and secondary literature of these authors and formulating general hypotheses about human rights.
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Cadastro Territorial Multifinalitário (CTM), planejamento e gestão urbanos na Amazônia: a multifinalidade dos modelos de CTM de Belém e do Ministério das Cidades
(Universidade Federal do Pará, 2014) ARAÚJO, Fernando Alves de; SILVA, Christian Nunes da; http://lattes.cnpq.br/4284396736118279
The context of complexity, inequality and injustice of the capitalist urban space dates back to the need for a planning and management of this space considering these variables as intrinsic to this model of society, however without accepting them or defend them, having as the ultimate goal the urban development understood as promotion of life quality, social justice and autonomy for all those who produce, reproduce and live the urban space. This planner and manager practice should be perceived as an applied social research, interdisciplinary, covering an effective pipular participation, as well as use their various instruments to assess objectives satisfactorily. Among those instruments is the Cadastro Territorial Multifinalitário (CTM) - Territorial Multipurpose Cadastre, which although not a new idea, having its genesis dated millennia ago, and the current models being very close to those produced in Europe in the nineteenth century, Brazil count only with one "legislation" specifically geared to the CTM dated from the end of the first decade of this century, under an ordinance of the Ministrerio das Cidades - Ministry of Cities, which brought general recommendations about the structure and methodology of implementation of a model of cadastre. While in the local context, in Belém, Pará State Capital City, the production of records dating from the 1970s, and as the current one produced in 2000 as the Cadastro Técnico Multifinalitário.- Tecnical Multipurpose Cadastre. Thus, the present research aims to analyze, with some comparison, the model cadastre models of the Ministry of Cities, proposed in in its decree No. 511/09 - Cadastro Territorial Multifinalitário (CTM) - and the City of Belém Prefecture - called the Cadastro Técnico Multifinalitário, focusing on the issue of the multipurpose considered from the possibility of using the CTM in all spheres of urban planning and management, especially those not directly linked to tax and fiscal spheres, since these are historically the initial concerns of the cadastral record, configuring thus its purpose priority. The work was produced through the use of bibliographic search technique over authors who mainly discuss the concepts of space, territory, urban space, spatial planning, urban planning and management, with collect and analysis of secondary data, conducted through documentary research in official texts of the Ministerio das Cidades about the CTM model for it, its ordinance 511/09 which brought the guidelines of cadastre model, as well as execution reports of the Cadastro Técnico Multifinalitário de Belém and spreadsheets with information about the cadastre, provided by the managing agency of the CTM de Betém. Culminating with semi-structured interviews technique with experts from competent organs to the production and management of the CTM de Belém, as CODEM and SEFIN.
Acesso aberto (Open Access)
Centros de autoacesso, identidade docente e profissionalidade
(Universidade Federal do Pará, 2021-05-31) BARRETO, Mariana Maués; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Self-Access Centers (SACs) are places designed to foster autonomy in the course of learning an additional language. There is a SAC at the Federal University of Pará (UFPA). It is called Autonomous Learning Support Base (ALSB), and it is open to the general public. Visitors are aided by undergraduate students who work voluntarily. Currently, ALSB is institutionally understood as a room where visitors find support for autonomous language learning. SACs are research fields, as demonstrated in studies developed in them. However, there is still room for enriching the experience of attending a SAC while obtaining a teaching degree in an additional language. Therefore, the main purpose of this study was to investigate how a space dedicated to autonomous language learning itself can dynamically affect present and former volunteers in their development towards professional teaching and their constant building of a teaching identity. According to Murray (2018), the main features of SACs are the constant process of transformation and the dynamic relationship between socially constructed beings and this particular context. The path one takes in life is inherent to their formation; thus, the individuals who experience SACs bear a chance to establish and modify their distinctive teaching identities. The concept of Professional Teaching emerges amid enquiries concerning the construction of identities and what being a teacher embodies. It expresses “the qualities of teachers' professional practice in agreement with the demands of the educational work” (CONTRERAS, 2002, p. 74). Such qualities of professional teaching are related to the values teachers want to develop and the purposes they want to achieve. Therefore, the substance of these qualities is not fixed. Contrariwise, it is adaptable to the context and the specific situations in the reality of each teacher. The present research presents a narrative approach to qualitative enquiry with holistic analytical movements, and it comprises two methodological steps. During four months, we collected narratives from three teachers in training and four graduated teachers to analyze how they make sense of their teaching identity. Afterwards, we conducted a roundtable discussion with teachers who are currently active to elucidate doubts and introduce the complementary queries. Since the identities are constantly constructed, reformulated and influenced directly or indirectly by the spaces in which the teachers are part of, the results obtained through the mentioned instruments showed the multidimensional character of the teaching identity construction. We also identified the training potential of SACs and the different impacts caused by the center on the participants’ professional teaching and identity. They were influenced in terms of experience with space management, activity planning, daily contact with the center itself, and with other language learners.
Acesso aberto (Open Access)
Diálogo no aconselhamento em aprendizagem de inglês: interação, reflexão e autonomia
(Universidade Federal do Pará, 2018-07-12) RIBEIRO, Juliana Araújo; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
In the last decades, advising in language learning (ALL) has emerged as an approach which aims at promoting learners’ autonomy (KELLY, 1996; MOZZON-MCPHERSON; VISMANS, 2001; CARSON; MYNARD, 2012; MAGNO E SILVA, 2012, 2016; KATO; MYNARD, 2015). In the Language Teaching Undergraduate course at the Federal University of Pará, some students enter with low proficiency and they need to develop both teaching and language skills. Anxiety, low self-esteem and demotivation are some of the affective states these learners go through. To help them an advising service was established. This research investigated how the dialogue in ALL happens and how effective it can be to promote learner’s autonomy for three advisees at that college. They all started the course with low proficiency in English. Virtual and face to face sessions were analyzed and questionnaires were applied to advisees and advisers. Besides, I aimed at verifying the interactional patterns and how reflection is enhanced by the advisers. The theoretical background is based on ALL studies, on Vygotsky’s (1991) sociocultural perspective, on works of Dewey (1910), Boyd and Fales (1983) and Schön (2000) about reflection. The results indicate that in ALL there’s a less hierarchical relationship as they work collaboratively towards a goal, negotiating activities, themes to be discussed, place and time for meeting. I also identified some strategies used by the adviser to promote reflection, with a non-directive attitude. Besides that, there was a prevalence of the first language use during the sessions with beginners and the target language was used as an opportunity to practice it by the more proficient learners. Finally, we believe that listening to ALL conversations means a greater understanding of the possibilities for teaching practices in which learners have their voices heard and valued.
Acesso aberto (Open Access)
O estudo de caso no ensino de biologia: uma vivência de aprendizagem em cenário real
(Universidade Federal do Pará, 2014-12-04) MARTINS, Edilene Lisboa; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
This research was conducted under the Research Group Education, Science and Sustainability in the Amazon, in order to grasp the potentials and limits of the case study method of teaching science on environmental issues in the context of an experience in real scenarios . We chose this method as an object of study by putting students in touch with social problems, encourage the development of critical thinking, problem solving skills and learning concepts in the area being worked. Several formats are a case study in teaching. We decided to use a variant of the format of activities in small groups called If stopped. The case study "The shrimp-da- Amazonia: a question of sustainability," therefore constituted a strategy for data collection, and these were treated from the look of discursive textual analysis in terms of Moraes and Galiazzi. The dynamic activities of the case study in teaching biology unleashed rich contributions to the development of student-centered learning experience in the context of real-world scenario, as we pointed out, from the speech of students who: the guiding questions and socialization information of scientific contents facilitate the apprehension and the collective construction of scientific knowledge; to develop a methodology focuses on the student there is the need of the teacher to develop a diverse didactic sequencing not to discourage students during independent activities; for autonomous learning, the student must leave the shackles of governing education so you can afford to build knowledge from their own resources; and experience in the real scenario contributes to the scientific apprehension of plurality and reworking of student knowledge. In these respects, we ponder that contact with reality provided to students is a constant and re-do on the comings and goings of those who continually weave the web of wisdom. Who teaches the learner learns and teaches each other and yourself.
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Mulheres, justiça e caminhos de dor: um estudo empírico nas varas de violência doméstica e familiar de Belém - PA
(Universidade Federal do Pará, 2018-04-11) LOPES, Twig Santos; ROSENBLATT, Fernanda Cruz da Fonseca; http://lattes.cnpq.br/9453548142022203; PINHO, Ana Cláudia Bastos de; http://lattes.cnpq.br/3470653249189577
Based both on an extensive literature review and field work, this research aims to analyze the limits and tensions faced by women in situations of violence that had access to justice through the domestic violence courts of the State Court of Justice of Pará (Brazil). For the theoretical component of this study, a review of critical criminology and feminist theories elaborated in the socio-legal field was conducted. As for the empirical part, this included both, observations of hearing procedures, as well as semi-structured interviews. The interviews allowed to understand the paths taken by women in situations of domestic violence within the judicial agency, as well as the magistrates perceptions about their own work. The discussion presented is intertwined with the narratives collected in the field, which help to identify the problems involved in the relationship between the criminal justice system and women in situations of violence, a relationship marked by varied forms of institutional violence – revictimization – against these women. The analysis highlight, above all, these women’s narratives and perceptions about the criminal justice system and the way they feel treated within court proceedings. The fieldwork made possible to identify the difficulties related to the inability of protection mechanisms and of legal assistance contained in Law no. 11.340/2006, known as “Maria da Penha” Law, as well as revictimization processes triggered by state agents. The methodological approach is qualitative and interdisciplinary.
Acesso aberto (Open Access)
MY AUTONOMY PATH: Caminhos para a Autonomização de Aprendentes no Ensino Superior
(Universidade Federal do Pará, 2023-12-21) BORGES, Larissa Dantas Rodrigues; http://lattes.cnpq.br/4013038221401148
Starting the university journey is a challenge for most people. those entering academia are highly expected to be able to demonstrate autonomy when studying and carrying out their tasks and to take an active role in the academic community. However, autonomy is a dynamic and complex system, which interacts in different ways with the different learning subsystems, such as emotions and motivation; it is also a capacity developed throughout life, and involves advances, stability, and setbacks (Borges, 2019). English undergraduate students at the School of Modern Foreign Languages (Faculdade de Letras Estrangeiras Modernas - FALEM), at the Federal University of Pará (Universidade Federal do Pará - UFPA), Belém campus, have an advantage in this journey because they have in their pedagogical project the course “Learning to Learn Foreign Languages” (AALE), whose objective is to encourage first-year students to invest in their autonomy, through reflection and action. To contribute with practical resources for the development of learners’ autonomy in the AALE classes, this paper presents a proposal for an educational product, composed of five resources to promote autonomization, entitled “MAP – My Autonomy Path”. The development of MAP was based on the “Dynamic and Complex Model of Autonomy Development” (Borges, 2019), with particular emphasis on the autonomization movements identified by the author. The MAP educational product was developed as an editable e-book in .pdf format. The five resources aim to encourage reflection, management of learning through planning, active participation in university life, and self evaluation of this process. The MAP was applied with fifteen students from the AALE morning class, who used the resources and then answered a product evaluation questionnaire, in which they made suggestions and comments. In the analysis of the data generated, pieces of evidence of participants’ autonomy were observed. the participants reported that they appreciated the opportunities for planning, reflection, self-evaluation, and identification of affordances that the product offers. It is hoped that in the future the MAP product may be used in other contexts and thus contribute to promoting the autonomy of new students.
Acesso aberto (Open Access)
Nomes do possível: autêntica lembrança e estudo sequencial das políticas autonômicas no extremo norte do Uruguai
(Universidade Federal do Pará, 2021-06) MORAES, Alex Martins
My interlocutors of the sugarcane cutters popular movement of NorthernUruguay enunciated their political purposes by referring to a set of emblematic words that, according to them, point to the existence of an old-time ‘autonomy’ that could nowadays be actualized. This kind of perspective regarding the past belongs to the realm of ‘authentic memories’ (Walter Benjamin) and raise the hypothesis that a past event can be rediscovered in light of current concerns that make it an object of political attention. I verify this hypothesis through a ‘sequential analysis of politics’ (Sylvain Lazarus). I select some words that capture the attention of my interlocutors and then I immerse myself in the forms of consciousness that such words once held. Finally, I reflect on how a contemporary political process can give us access to an oldtime autonomic experience, exposing us to what Benjamin would call ‘crystallization in monad’ of the time of emancipation.
Acesso aberto (Open Access)
Saberes e autonomia docente: um diálogo entre elementos imprescindíveis à formação do professor
(Universidade Federal do Pará, 2020-12) CARMO, Nilce Pantoja do; ABREU, Waldir Ferreira de
The present work unfolds from the dissertation “A river on the way: schooling processes of riverside students in an urban school context”, presented in 2019 as an evaluation criterion for the title of Master in Education to the Graduate Program in Education (from the Institute of Educational Sciences of the Federal University of Pará). In the interim, “Teacher knowledge and autonomy: a dialogue between elements essential to teacher education”, is characterized as bibliographic research, which aims to understand the peculiar relations to knowledge and autonomy, discussing how this interaction has been constituted in the teacher training process. Therefore, we sought theoretical contribution in the works of Freire (1996), Contreras (2002), and Tardif (2014), authors who focused on the apprehension and approach of such categories (knowledge and autonomy) linked to the formative context of those who are responsible for the formal educational practice of the subjects. The results of the study show that the constitution of autonomy is directly associated with the improvement of knowledge. Thus, teacher education must consider the relevance of knowledge as fundamental to the promotion of teacher autonomy.
Acesso aberto (Open Access)
Turismo comunitário como sistema de dádivas na Amazônia: uma aliança entre reciprocidade e autonomia na gestão local do turismo em Anã e Coroca, Santarém, PA.
(Universidade Federal do Pará, 2021-06-23) ASSIS, Giselle Castro de; PEIXOTO, Rodrigo Corrêa Diniz; http://lattes.cnpq.br/9872938064820413
This investigation analyzed how the social relations woven between the endogenous social agents of the Anã and Coroca communities (Santarém / PA) are structured, and the relationships they establish with exogenous agents for the tourism offer, in order to identify the function of autonomy community in tourist initiatives led by local populations. The field research was guided by the assumptions of anthropological ethnography, in three different periods of immersion in the communities microcosms and macrocosm formed by Santarém and Alter do Chão. The methodological way of data anal􀁜sis 􀁚as b􀁘ilt from the conception of Lanna (2000) on the 􀂳ethnograph􀁜 of e􀁛change􀂴. The field sho􀁚ed that to􀁘rism establishes relations of e􀁛change of ambivalent gifts (economic / symbolic) between internal social agents and those with agents external to the communities. This relational exchange of gifts creates an interdependent social network structure, without which the experience of tourism does not happen in the community. By promoting the connection of the microcosm with the macrocosm, tourism generates alliances and sociability in a systemic and complex way, as there is a reciprocal dependence between these environments. Therefore, in social environments that promote the exchange of goods and their spirituality in an ambivalent way, tourism can be understood as a gift and, the relational dynamics that it produces, as a gift system. The understanding of the dynamics of these social relations allowed me to infer that community tourism prod􀁘ces a 􀂳total social fact􀂴 in the conception of Ma􀁘ss (2017). Detailed obser􀁙ation of the tourist initiatives in Anã and Coroca revealed that, although both are called community-based tourism (TBC), the community or endogenous base is currently active only in Coroca. This is because this community operates its collective actions through reciprocity. As the social structure that sustains the autonomy of a community of dependence, tutelage and domination processes by external agents, reciprocity is responsible for promoting the self-management of collective interests, such as tourism. When identifying the alliance between reciprocity and autonomy in the microcosm of Coroca and its absence in the microcosm of Anã, I understood the function of autonomy and its relevance as a guiding characteristic for recognizing community tourism initiatives, as there is no way to mention the role of a local population in tourism management, if it is not free to choose; if it is not fully capable of making decisions in all the processes that involve the tourism operation, which ABSTRACT occur both in its endogenous environment (the community), as well as in the exogenous environment (travel market). I believe that self-management of community tourism is a possible way, as long as local populations have access to knowledge and technical training to self-manage in an integrated manner between their community demands and the expectations of the travel market.