Navegando por Assunto "Conhecimento"

Agora exibindo 1 - 11 de 11

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Afetividade e conhecimento: a apropriação da leitura e da escrita por uma mulher
(Universidade Federal do Pará, 2007) FALABELO, Raimundo Nonato de Oliveira
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Aonde a vista alcança: conhecimento tradicional e geolocalização como complemento na navegação e regiões pouco cartografados
(Universidade Federal do Pará, 2017-09) ANDRADE, Carlos Eduardo Rangel de; FERNANDES, José Guilherme dos Santos; SMITH JÚNIOR, Francisco Pereira
This article presents a discussion about the peculiarities of fishing in the salty region in the northeast of the state of Pará. It presents the traditional methods of fishing used with characteristics of a region and how these knowledge contribute to the theoretical knowledge. As a way of reflection we used the studies of Fernandes and Fernandes (2015) to understand the knowledge and knowledge of traditional peoples, as well as Carvalho (2007) to discuss topics related to culture.
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Articulação entre conhecimentos matemático e didático do professor
(Universidade Federal do Pará, 2018-09-03) COSTA, Alcirley Rodrigues; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This paper deals with the knowledge relation between the mathematical and didactic of teachers who underwent the selective process of the Graduate Program in Education in Science and Mathematics at the master's level of the Federal University of Pará. With the pretension of investigating how teachers candidates to the academic masters associate specific knowledge of mathematics, added to their practice, to the knowledge of the Mathematics Education Area. It is a qualitative research based on the Theories Anthropological Didactics (TAD) and Anthropological Theory of the Relationship of Knowing and Learning (TARSA). The results show that the articulation between these two theories can reveal the relations between the knowledge treated here.
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Ciência, conhecimento e naturalismo na filosofia de Nietzsche
(Universidade Federal do Pará, 2024-03-08) JESUS, Francisco de Paula Santana de; BARROS, Roberto de Almeida Pereira de; http://lattes.cnpq.br/4521253027948817; https://orcid.org/0000-0001-6142-450X
This dissertation aims to investigate, discuss and interpret the issue of knowledge in Nietzsche’s philosophy. To do so, we assume that the philosopher thematizes knowledge and science from a naturalist perspective, by highlighting their meta-epistemological elements (such as biological influences, or surreptitious commitments to moral values). In this sense, resorting to the natural sciences serves the philosopher as a subsidy for a non-metaphysical investigation of human modes of cognition. It is important, then, to emphasize the parallels between the Nietzschean interpretation and the studies of authors with whom Nietzsche came into contact, such as Mach, Boscovich and Ribot. This demands the study of sources as a methodological resource to determine the meaning of the notion of knowledge in Nietzsche’s philosophy. Thus, our research seeks to 1) outline a history of the notion of knowledge from The Birth of Tragedy; to, then, 2) to present the naturalists perspectives of the knowledge; and, finally, 3) interpret how the main scientific-philosophical models (the Socratic and the sophistic) were formed based on Nietzschean philosophical psychology. Finally, we offer a discourse on the notion of space implied in the Nietzschean hypothesis of the will to power.
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Conhecimento e educação na pós-modernidade
(Universidade Federal do Pará, 2013-04) OLIVEIRA, Cássia Araújo de; ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra
This article has as main objective to demonstrate the influence of the idea of after-modernity for the knowledge and, therefore for the education. After-modernity in the sphere of the knowledge and the education possess a criticalreflexive dimension, mainly because the expression after-modernity problematizes the modern and if makes gift in many situations as rupture of proper modernity. The proposal of the article is the critical one that the after-modernity idea offers as production of knowledge in education, in the measure where the effect of aftermodernity appear as it has detached in the current debate of knowledge in education. For the methodology of the article it was used of bibliographical research based at. Gallo (2006), Pagni (2006), Habermas (2000).The article searches to understand where sensible the education if inserts in the after-modernity idea.
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Curso virtual de futebol e formação humana: análise dos elementos históricos e pedagógicos
(Colégio Brasileiro de Ciências do Esporte, 2022) MOTA, Joselene Ferreira; FERREIRA, Emerson Maciel; FREITAS, Rhenan Ferreira de; REIS, Saulo Viana
This is an experience report on the development of the Virtual Football Course and human formation: analysis of historical and pedagogical elements, an action that composed the set of virtual activities of the UFPA Academy and Soccer Project during the COVID-19 pandemic period. The objective is to analyze the impressions of the students in relation to the appropriation of knowledge transmitted in the eight classes of the course. The methodology was based on exploratory field research where forms were applied via google forms to the 47 students who completed the virtual course. The result of the analysis is that the themes via content were relevant and that methodology for the pandemic time was appropriate which led to the appropriation of knowledge related to the themes of the classes.
Acesso aberto (Open Access)
O ensino médio e o debate sobre conhecimento e profissionalização
(Universidade Federal do Pará, 2017-06) CARVALHO, Celso do Prado Ferraz de
In this text we aim to discuss the concepts of knowledge and professionalization, and how they are expressed in educacional debate. In different recent documents the presence of concepts such as knowledge society, immaterial labour, professionalization and adaptation has been common, though with a distinct emphasis. The secondary school has been the subject of a series of legal measures that, among other things, proclaim the purpose of citizenship and professional training. Several issues have assumed a prominent position in this debate and in their regulatory processes. Another issue that grabs attention is the presence of culturalist conceptions guiding the debate about secondary school.
Acesso aberto (Open Access)
Etnomatemática: diálogo entre conhecimento matemático e saberes da tradição
(Universidade Federal do Pará, 2004-09) LUCENA, Isabel Cristina Rodrigues de
Acesso aberto (Open Access)
Fatores de vulnerabilidade relacionados ao conhecimento sobre infecções sexualmente transmissíveis em população periférica da Amazônia brasileira
(Universidade Federal do Pará, 2020-06-25) OLIVEIRA, Ingrid Saraiva de; FERREIRA, Glenda Oliveira Naiff; http://lattes.cnpq.br/7459094802051187; https://orcid.org/0000-0002-8206-4950; GONÇALVES, Lucia Hisako Takase; http://lattes.cnpq.br/6191152585879205; https://orcid.org/0000-0001-5172-7814
Sexually Transmitted Infections are a worldwide public health problem and are widely distributed among different populations in the Brazilian Amazon. The state of Pará has the second highest AIDS mortality rate in Brazil and an increasing increase in the incidence of notifiable sexually transmitted infections, with people with low education being the most affected. This epidemiological context occurs in a capital that has low coverage of family health strategy teams in territories that lack basic infrastructure and with marked social inequities. In this way, social inequalities and access to health services can cause inequalities in the health of populations both at the individual and community levels. Considering this context and the absence of studies, this study aimed to analyze the vulnerability factors to knowledge about sexually transmitted infections in a peripheral population in the Brazilian Amazon. This is an observational, cross-sectional study with a quantitative approach, carried out in areas of Bairro Montese. The study included 300 people aged 18 years or over. The collection took place between October and December 2019, through the application of questionnaires in the participants' homes. The American Questionnaire Sexually Transmitted Disease Knowledge Questionnaire and the sociodemographic questionnaire with questions related to vulnerability factors were used. Data analysis was performed using descriptive statistical methods, chi-square test and ordinal logistic regression, in the Bioestat 5.3 and Minitab 18® programs. 300 participated in the study. The average age of the participants was 46.09 years. There was a higher frequency of females (68.4%), Catholic (49.1%), with children (82.2%), high school (50.9%), mixed race (65%), married / union stable (51.6%), lives with spouse (47.5%), does not work (56.9%), economic classification C criterion Brazil (51.6%), income below one minimum wage (42.5%). There was a significant association between low knowledge and illiterate / elementary education, income equal to or less than one salary, Brazil criterion of economic classification C, D and E, single marital status, lack of guidance by a health professional and not receiving lubricating gel. The age groups of 28 to 37 years and 38 to 47 years were associated with the high level of knowledge. Conclusion: The social and programmatic dimensions of vulnerability were related to low knowledge, making it necessary for the actions of public social and health policies to bring about changes through interventions at the community level.
Acesso aberto (Open Access)
Nietzsche e a Metaforicidade da Linguagem em “verdade e mentira no sentido extramoral”
(Universidade Federal do Pará, 2020-06-01) MIRANDA JUNIOR, Edilson; CHAVES, Ernani Pinheiro; http://lattes.cnpq.br/5741253213910825; https://orcid.org/0000-0002-8988-1910
This dissertation aims to discuss the metaphoricity of language in the text "Truth and Lie in the Extra-Moral Sense", by Friedrich Nietzsche. On the one hand, it presents the perspective that language is absolutely metaphorical, with the consequence that it is impossible to speak about itself without falling into a self-destructive discourse. On the other hand, there is the perspective that language is only relatively metaphorical and that it is possible, therefore, find an internal coherence in the text. To take stock of the two perspectives, it is necessary to bibliographically analyze the influences on Nietzsche in the making of the text, as well as to situate the relevance of itself in nietzschean philosophy as a whole.
Acesso aberto (Open Access)
O saber, o conhecimento e a transposição didática na atividade do professor de matemática
(Universidade Federal do Pará, 2009-06) BRANDEMBERG, João Claúdio