Navegando por Assunto "Autonomy"

Agora exibindo 1 - 10 de 10

Acesso aberto (Open Access)
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.
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)
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)
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.
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)
"É sempre bom ter nosso dinheiro": sobre a mulher e o extrativismo da mangaba
(Universidade Federal do Pará, 2011) FERNANDES, Thiara; MOTA, Dalva Maria da; http://lattes.cnpq.br/4129724001987611
In this research is analyzed the woman autonomy in the Mangaba fruit (Hancornia speciosa) extraction in a farm work family regime, through the study of their everyday extraction activities and the use of their resources. Aiming that, I carried out a case study in a coastline in the north of Brazil, Pará‘s Salgado micro region in the municipality of Maracanã, Espírito Santo community. Academic researches point that in the farm work the woman activity is constantly subordinate to the man‘s, and it is understood as just a ―helping hand‖ even when they dedicate the same or more and obtain the same work results. Differently, researches about women work in the extraction activity suggest that they develop this work with autonomy, mainly the mangaba fruit pickers, the babaçu fruit breakers and the rubber tree tappers. The case study was held in the community with 15 families following direct observation, structured and semi structured interviews. Two aspects were analyzed: i) the woman productive and domestic work and ii) the income access and enjoyment conceived by her work. The main conclusions showed that, concerning to the farm work, different family arrangements are always associated to the domestic structure operation maintenance. About the resources conceived, the mangaba fruit harvest is the only season of the year that the farm work women can save a little ―savings‖ that is spent reasonably during the year, to possible eventualities, such as family diseases and acquisition of consumer goods. Besides, they use the resources to buy input to the animal husbandry. That way, mangaba fruit extraction, that is a seasonal activity, subsidizes the existence of further activities. Concerning to autonomy, 66% of women who are involved in the mangaba fruit extraction state their own autonomy in the work and in the income as well. In 33% of cases, they state themselves as subordinated to men.
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.