Navegando por Assunto "Belonging"

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Acesso aberto (Open Access)
O Curso de Etnodesenvolvimento e a formação diferenciada e intercultural: contribuições no contexto educacional, sociopolítico e cultural da Amazônia
(Universidade Federal do Paraná, 2021) PARENTE, Francilene de Aguiar; MILÉO, Irlanda do Socorro de Oliveira
This article analyzes how the Ethnodevelopment course offered by the Universidade Federal do Pará [Federal University of Pará]/Altamira University Campus has contributed to the academic, political and professional training of students belonging to indigenous peoples and traditional communities in the context of the Amazon. It provides a descriptive-analytical approach to their experiences, starting with the process of the creation and organization of the course, based on affirmative public policies undertaken in Brazil, as well the course methodology and the challenges faced for the course to be implemented in the light of institutional issues. The reflections put forward show that the Ethnodevelopment course has contributed to expanding possibilities of action and political negotiation by these social agents based on their spaces of collective belonging, as well contributing to differentiated training that enables and instrumentalizes their inclusion as professionals in the field of education in the different territories of the Amazon region.
Acesso aberto (Open Access)
Desenvolvendo competências para estudar a distância: oficina para alunos de cursos EaD da UFPA, com ênfase nos ingressantes
(Universidade Federal do Pará, 2025-06-09) SALES, Lana Carolina Maués de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; HTTPS://ORCID.ORG/0000-0002-9450-3965; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842; https://orcid.org/0000-0002-8969-7320
Distance Education (DE) students often face challenges related to autonomy, time management, feelings of isolation and loneliness, difficulties in building social bonds in virtual environments, and a lack of institutional belonging, among others. These issues may come from the need to develop skills and competencies that enable the students to adapt to the specific characteristics of this educational modality. In this context, the research was guided by the following central question: How can the development of competencies be fostered to help Distance Education students better adapt to this modality of education? This study aimed to investigate key competencies that support student adaptation to DE through the design and evaluation of a workshop and a self assessment tool. The study, consisting of five phases, is applied research with an exploratory and descriptive qualitative approach, using participant observation techniques, semi-structured interviews, and questionnaires. The research led to the development of an educational product (EP) in the form of a workshop titled "Belonging in DE: Developing Competencies for Distance Learning," aimed at undergraduate students in distance education. Additionally, a self-assessment tool called "Competency Explorer for Distance Learning" was created. Ten students and graduates from the Portuguese Language degree program at the Federal University of Pará (UFPA) participated in a pilot workshop and provided feedback. The workshop and the "Competency Explorer" tool were also evaluated by the course coordinator. Although the pilot testing focused on a specific group of students, the preliminary results and the rich feedback collected indicate the relevance of the workshop and the "Competency Explorer" tool for students, especially newcomers to distance undergraduate programs, not necessarily limited to UFPA.
Acesso aberto (Open Access)
Os tambores da África reverberam aqui: o projeto batuque como prática decolonial na comunidade quilombola de São Pedro dos bois-AP
(Universidade Federal do Pará, 2022-08-11) BARBOSA, Adrian Kethen Picanço; PEIXOTO, Rodrigo Corrêa Diniz; http://lattes.cnpq.br/9872938064820413
This research has as its theme Quilombola School Education (EEQ). Within this modality of teaching, I will analyze the Batuque Project as a decolonial practice in the Quilombola community of São Pedro dos Bois, Amapá. The study follows the methodology of Orlando Fals Borda's Participatory Action Research (1978), updating it according to the perspective of decoloniality. My analysis of the Batuque Project in the aforementioned Quilombola community emphasizes the decolonial transformations promoted by Quilombola School Education. The research presents the decolonial practice within the State Quilombola School Teixeira de Freitas, which is the result of an education engaged and committed to the environment in which the institution is inserted.
Acesso aberto (Open Access)
Viver às margens do rio: identidade e pertença na ilha do Combu/PA
(Universidade Federal do Pará, 2017-04-28) NUNES, Thainá Guedelha; FURTADO, Lourdes de Fátima Gonçalves; http://lattes.cnpq.br/1828475659148260; https://orcid.org/0000-0002-5243-4607
The city of Belém, like all urban centers, is always growing and modernizing, but not every locality follows the logic of "modernity". Despite the population growth of Combu Island and its proximity to the urban area of Belém, the riverside communities remain with their everyday reality linked to environment and its natural resources, rivers and forest that is still predominant on the island, demonstrating that despite changes, inherent in any social context, their development is connected to a more harmonious relationship with the environment. Thus, this work, which is a qualitative anthropological study, based on ethnography, with field work, informal conversations and semi-structured interviews complementing the participant observation method, is about identity and belonging related to the Igarapé do Combu community riverside way of life, in Combu Island, which are developed over time, from the dynamics of this population with this place, where there is a riverine social dynamic differentiated from the neighbors living in the urban area.