Navegando por Assunto "Curriculum"

Agora exibindo 1 - 20 de 25

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Amazônia usurpada e o direito ao passado regional: um estudo sobre a História Regional no Currículo da Secretaria Municipal de Educação de Manaus (1989 – 2020)
(Universidade Federal do Pará, 2021-12-13) MENDONÇA, Marúcio José Bezerra; FERREIRA, Eliana Ramos; http://lattes.cnpq.br/8121954088119834
The objective of the present research was to understand how the teaching of Regional History has been given in municipal public schools in the city of Manaus, presenting a methodological alternative based on the use of Didactic Sequence to streamline the teaching of Regional School History. In this sense, we seek to trace the advances and setbacks of Regional History in the curricular proposals of the Municipal Department of Education of Manaus (SEMED), starting from the analysis of the curricular proposals elaborated for the subject of Fundamentals of History of Amazonas - FHA, between the last decade of the 20th century and the first decade of the 21st century, when there was its extinction, and the curricular proposals for the teaching of History elaborated in the second decade of the 21st century. The arguments made in the different written and oral sources indicated that the Regional History presented in the curricular proposals of Manaus has been restricted to the teaching of the History of the State of Amazonas, with the idea of an Amazonian identity being forgotten in these debates. We analyze the conceptions and challenges presented by teachers about the teaching of Regional History and the struggle for the return of contents on Regional History to the curriculum. The locus was the Escola Municipal Helena Augusta Walcott, one of the educational units of SEMED-Manaus, located in the eastern zone of Manaus. The field research for the elaboration of the educational intervention proposal was carried out between two classes, one from the 7th grade and the other from the 8th grade, in the morning shift. Based on diagnoses, reality and students' school knowledge, we present a proposal for a Didactic Sequence called Usurped Amazon: the right to the regional past, conceived from the decolonial ideals, as a methodological strategy to dynamize and enhance the teaching of History.
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Base nacional comum curricular e ensino de ciências: uma análise à luz da inclusão
(Universidade Federal do Pará, 2021-04-06) SOUSA, Louíze Roberta Mafra de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The Science curriculum, for a long time assumed a passive, cold and distant character from the social issues that permeate education, until the last century we observed the great appreciation of a science taught in a mechanical, content and decorative way for students, in this way, being considered a discipline with a high degree of difficulty and not accessible to everyone. It was from the social movements for an accessible education to all that we could then envision the possibility of science teaching having its development carried out through an inclusive perspective, considering objectives, methods, practices, and assessments that could meet diversity for all, highlighted, students with disabilities, global developmental disorders, syndromes, high skills and / or giftedness that constitute the target audience of Special Education. Currently the National Common Curricular Base (NCCB) is the document responsible for guiding the construction of the school curriculum of Basic Education, however its elaboration was marked by a long process, totaling the production of previous versions, until we reached the final version. Bearing in mind that science teaching is elementary for understanding and establishing relationships between the natural and social processes of the environment, this research aims to analyze the curricular guidelines presented by the National Common Curricular Base (NCCB) throughout its three versions (2015, 2016 and 2018) for the construction of the Science curriculum, focusing on Elementary Education - Final Grades, and with this verify whether the curricular guidelines for Science Teaching present at the BNCC followed the social and political discussions about the socio-educational inclusion of students who are the target audience of Special Education . To achieve the proposed objective, this qualitative research, of the documentary type, used Discursive Textual Analysis (MORAES; GALLIAZI, 2016) as the reference for analysis. Throughout its versions, NCCB organized its curricular orientations based on reductionist conceptions, valuing instrumentalism, as well as the performance of experimental procedures and practices that are not dynamic or open to adaptations, promoting through its guidelines the construction of a rigid curriculum, not consistent with educational inclusion policies. In its second version, we observed an initial movement that is consolidated in its final version with the selection of learning objectives that guides Science Teaching from research, proposing an open curriculum, which gives freedom to adapt, as well making it possible to accommodate the learning conditions.
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Cartografia dos saberes culturais ribeirinhos: ensino de História e as vozes marajoaras (rio Guajará-Curralinho/PA)
(Universidade Federal do Pará, 2025-02-17) RAIOL, Alex de Andrade; ARENZ, Karl Heinz; http://lattes.cnpq.br/0770998951374481; https://orcid.org/0000-0001-9500-3666
This Master’s Thesis of the Professional History Teaching Program (PPGEH/UFPA) theme is the Teaching of History in the context of Riverine Education. Based on literature review on the subject, we consider that the Teaching Curriculum of the Rural/Riverine Education has not always been adequate to the reality of its demographic, as well as that the invisibility of the social and cultural practices of the peoples from the Countryside contributes to a form of Education that maintain itself Exclusionary, Eurocentric, Monocultural Linear and Evolutive. Henceforth, this research has as its general objectives the reflection about the concept of Curriculum, the Schools Historical Knowledge, Local History and Historical Consciousness; moreover, intend to give visibility to the Local History of the communities on the Guajará Riverside and the heritage knowledge of its inhabitants, allowing them due recognition and place in the History classes. The locus of research is the E.M.E.I.F. Portugal, where I have been working as History Teacher since 2017. The school is located on the right bank of the Guajará River, in a rural/riverside area of the Municipality of Curralinho-PA, and approximately 80km far from the urban center. The research was quantitative and qualitative in nature, of the Case Study type. As Historical Sources, was used a diverse set including Official Documentation as the Pedagogical Guidelines of the Portugal School (2018), the Educational Curriculum of Curralinho Municipality (2020), the Course Plan for the History Classes (2022) and the School Census of Curralinho Municipality (2023). Were also used data from the classroom activities, Fieldwork Journal, Photographs and Oral Sources collected through semi-structured interviews with five Elderly inhabitants of the community. Based on the source analysis, we concluded that the Municipality Curriculum and the Course Plan for History in the classes of 6th through 9th year present an organization of educational content in the field of History that does not take in to account the characteristics and specificities of the Rural/Riverine life in the region, despite being in line with national legislation and officially recognizing the existence of cultural diversity. The research also allowed the formulation of a Cartography of Cultural Knowledge of the Guajará River, where we identified cultural practices in the surrounding community that were associated with heritage knowledge about the waters, forests and lands of the region. Lastly, as propositional aspect of the Thesis, we developed a Didactic Sequence directed to History Teachers in Riverine Schools, which aims to rescue, register and value the memories of the Riverine peoples through a pedagogical strategy with the students as protagonists. It was intended, therefore, the making of a pedagogical practice able to communicate with the social and economic dimensions of the place, and to correlate this dimensions with the Schools Historical Knowledge in an effort to amplify the voices of Riverine subjects so that they can also be heard within the “walls” of the school.
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O componente curricular aspectos da vida cidadã (AVC) e o governamento de subjetividades
(Universidade Federal do Pará, 2015-06) BRÍCIO, Vilma Nonato de; MAUÉS, Josenilda
This paper discusses the creation of the school curriculum, to analyze the emergency conditions of the curricular component aspects of Citizen Life (AVC) established by the School of Basic Education Agreement Scheme and Middle São Francisco Xavier that works in partnership arrangements between the Secretariat State of Pará State Education (SEDUC) and the Diocese of Abaetetuba in order to govern subjectivities. Set of school documents were analyzed, which it tracks some speeches about the invention of stroke and the ways became one of the legitimate spaces in the school to produce subjectivities governed.
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Condições culturais de inserção da história natural na instrução pública do Pará (1851-1891)
(Universidade Federal do Pará, 2023-03-16) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
This thesis intends to contribute for historiography about the process of institutionalization of science in schools and your main objective is to analyze the process of insertion of the Natural History in public education in Pará, the characteristics it assumed and the cultural conditions that made possible. The thesis covers a period between 1851 and the initial period of the first Republic, 1891. This initial period of analysis is justified by the fact of the Botany was included in the curriculum of Liceu Paraense, with the creation of the subject Elements of Physics, Chemistry and general principles of Botany, in 1851. The subject Natural History would only be introduced in 1873, when it became part of the curriculum of the Curso Normal, attached to the Liceu Paraense, integrating the subject General Notions of Physics, Chemistry, Natural History and Agriculture, being withdrawn shortly afterwards, 1874. After the advent of the Republic, in 1889, disciplines from the field of Natural History were introduced into the curriculum of Liceu Paraense and Escola Normal, with other disciplines such as Biology, Hygiene and School Hygiene appearing in both schools. The three moments that stand out above constitute the chapters of this thesis, which is based on theorizations of the fields of study of curriculum history, history of school subjects and Cultural Studies. In order to analyze the characteristics, representations and meanings attributed to Natural History in each of these contexts, we rescued the teaching plans and other documents that indicate the specificities that this science assumed in the Pará school curriculum. With regard to the conditions that made it possible, we will investigate, above all, the speeches of the time, printed, above all, in newspapers and government reports of the time. We found, firstly, the presence of activities linked to the field of Natural History, such as those of naturalists and research in Botany at context of the local culture, were important factors for the insertion, at first, of Botany among the Sciences, which constituted the first scientific subject in the curriculum of public education in Pará. Posteriorly, we saw that although there were people with thoughts focused on the insertion of such knowledge in education, proposing its insertion, they did not remain for cultural reasons alleged in the speeches conveyed in the newspapers of the time as being of disinterest. In the last period, that of the Republic, there are indications that this knowledge may have been introduced and consolidated in the culture and in local school system, bearing in mind that there were reforms in order to adapt to a new regime in which science became more valued.
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Currículo prescrito para o componente língua portuguesa: uma análise das três versões da base nacional comum curricular
(Universidade Federal do Pará, 2020-10-28) MOTA, Ildenê Freitas da Silva; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666; https://orcid.org/0000-0002-6264-5387
This work moves in the field of curriculum studies, considering here the prescribed curriculum, having as an object of investigation the curricular prescriptions for the Portuguese Language in the final years of Elementary Education contained in the three versions of the National Common Curricular Base - NCCB, (BRASIL, 2015a, 2016a, 2017a). Thus, through the Documentary Research and Content Analysis adopted following the assumptions of qualitative research, we comparatively examine the curricular component under study in order to identify advances, setbacks and permanencies that occurred during the knowledge selection process. In view of this, we specifically aim to unveil what knowledge has been selected for the Portuguese Language component, according to the defined outline; evidence which dimension of this component has gained greater prominence in this selection process, and; specify which dimension has lost importance in the three versions of the NCCB for the final years of elementary school. The analysis is guided by critical curriculum theories and by the interactionist perspective of language, thus problematizing the knowledge considered valid that will guide teaching for the Portuguese language component in the classroom. In this aspect, we discuss the categories Knowledge of Language Study and Theoretical Dimensions of Language defined from the systematization proposed by Bardin (2016) and Franco (2018). Data were analyzed in dialogue with the theoretical frame adopted based on Bakhtin (2006 [1929]), Geraldi (2004 [1984]) and Apple (2001, 2003, 2006, 2011). Results show that the knowledge selected for the Portuguese language is intrinsically related to enunciative linguistic theories (Dialogical Discourse Analysis, Textual Linguistics, Sociolinguistics) linked to the interactionist conception of language. In line with the adopted language perspective, the dimension of the privileged language was discursive / dialogical to the detriment of grammar.
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Currículo, gênero e sexualidade: questões indispensáveis à formação docente
(Universidade Federal do Pará, 2015-06) FERREIRA, Márcio Porciúcula
The present work deals with issues on curriculum, gender and sexuality treating them as a problem. Since then, it aims on thinking some educational practices in the production of sexual and gender inequalities, in its relations with Education. Receives attention the way subjects, in social relations trespassed by di" erent speeches, representations and teaching methods, build their identities, arranging and deranging their positions and way of living and being in the world. Also, it shows some mechanisms, institutions and artifacts, so common, daily and present in our routines, shapers of Truth and Morals, of which all take part. the most urgent task is to question what is taken as “natural” and “normal”. To enable an a# rmative environmental practice, making education, enhancing the several lifestyles we thend in Earth, preserving di" erent desires, is our interest.
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O currículo, relações de gênero e modos de subjetivação: Incursões investigativas em um programa de capacitação
(Universidade Federal do Pará, 2013-04) SANTOS, Daniele Vasco; SILVA, Josenilda Maria Maués da
This article results on a research that has checked the ways of subjectivation worked on the curriculum of a capacitating program in gender and ÓÔÍpublic policies proposed by a non governmental organization. Using as theoretical reference the field studies of the curriculum and of the gender relations produced by authors the notion of curriculum is assumed as discursive crossed with can-know relations and involved subjectivation processes that intend to transform a person in subjects privileging the dimension of the gender relations. The analysis of the ways of subectivation working in the capacitating program is made as a source the documents that subsidize its education practices. As a result, we can see the productive side of the investigated curriculum putting on work ways of subjectivation such as investments on government strategies that shows how this gender relations must be and in what way this people need to change themselves to reach these relations.
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Currículos e saberes: os discursos que fabricam professores de biologia
(Universidade Federal do Pará, 2018-12) BASTOS, Sandra Nazaré Dias; CHAVES, Sílvia Nogueira
The purpose of this work is to reflect on how discursive processes influence the ways of being a biology teacher. Our attention was focused on the discursive and non-discursive practices that are currently being publicized and institutionalized in the curriculum of the Degree in Biological Sciences of the Campus of Bragança and influence the construction of the subject Biology Teacher. We took as empirical corpus the Catalog of Undergraduate and Graduate Studies from the Center of Biological Sciences of UFPA, a document that brings together course plans of the curriculum that ran from 1997 to 2004. Our analyzes show a curriculum basically focused on the health area, even if it was intended for teacher training. The omnipresence of contents and practices from the field of Medicine silences training components that are intended to prepare for teaching. The result is the development of a vision that enunciates teaching as a side effect, of what is presumed to be a good training in the "scientific" area. The effects of these practices reverberate in the formation of a professional who desires and values specific knowledge, minimizing the other knowledge, especially those of the pedagogical field. The hierarchy of knowledge produces a professional teacher who wishes to live the "glamorous" side of Biology, usually related to conducting research in specific areas such as Genetics and Ecology, as an alternative to the "monotonous" life inside the classroom.
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Da construção do currículo à aprendizagem significativa: a prática docente de geografia na educação de jovens e adultos
(Universidade Federal do Pará, 2021-03) SOUZA, Camila Vianna de; SILVA, Tiago Dionísio da
The work aims to present the reality of the contemporary educational context of Youth and Adult Education (EJA) to understand students as subjects and objects in the teaching-learning process, that is, the reality, the places of experiences, their routines and their references cultural. In this way, teachers can organize and plan the curriculum so that the construction of knowledge has meaning and meaning in the lives of students. The research also presents an analysis of the curricular structure of the Geography discipline in the Youth and Adult Education (EJA) modality in the municipality of Duque de Caxias, RJ. The discussions in this article point to the need to reconfigure the school curriculum of that municipality and the relevance of working with the contents based on the students' socio-spatial practices, as this way students can (re) know themselves within their reality, enabling meaningful learning, making the student the subject of the didactic-pedagogical process in Geography.
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A diversidade socioterritorial da Amazônia paraense e suas configurações nos currículos dos cursos de pedagogia PARFOR da UFPA, UFOPA e UNIFESSPA
(Universidade Federal do Pará, 2019-06-26) OLIVO, Gerson Dias; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
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Educação interprofissional na formação em saúde do curso de graduação em enfermagem
(Universidade Federal do Pará, 2022-08-01) SANTOS, Sávio Felipe Dias; FERREIRA, Glenda Roberta Oliveira Naiff; http://lattes.cnpq.br/7459094802051187; https://orcid.org/0000-0002-8206-4950; OLIVEIRA, Marília de Fátima Vieira de; http://lattes.cnpq.br/7030765721580568; https://orcid.org/0000-0003-4303-9434
Objective: in general, the study proposed to know, within the scope of the Pedagogical Projects of the undergraduate nursing course of public universities, contents that address Interprofessional Education, in relation to the specific character, the study sought to characterize the undergraduate courses in of public federal, state and municipal universities, regarding the regional distribution and the curricular proposal in relation to Interprofessional Education and also to analyze the Curricular Pedagogical Projects of the undergraduate nursing course and the factors/aspects related to the offer of Interprofessional Education. Method: this is an observational, cross-sectional study that carried out a survey based on documentary sources (Curricular Pedagogical Projects). The data source was the Ministry of Education's electronic platform and took place during the period of March and April 2022 from a data collection instrument, the eligibility of the institutions that would be part of the scope of the research were undergraduate nursing courses, in a baccalaureate degree, in the face-to-face modality, that was in activity and with the Curricular Pedagogical Projects available at the electronic address. In relation to the analysis, non-parametric tests were used for categorical and normality variables to choose the test of quantitative variables, and to verify if there was a difference in the proportion, the chi-square tests and the G test were used. Results: they were part of the results 88 Higher Education Institutions Out of the 140 institutions found in the Ministry of Education database, of this sample, 47 (53.4%) were from federal public institutions, 34 (38.6%) from state public institutions and 7 (8%) of municipal institutions. Of this total, only 13 presented Interprofessional Education based on their Pedagogical and Curricular Projects, being divided, in Brazil, 5 Institutions (38.4%) in the northeast region and 2 Institutions (15.4%) in each of the other regions and the administrative category of this group were presented as follows, 7 Institutions (53.8%) were federal public and 6 Institutions (46.2%) were state public. On the other hand, regarding the administrative aspects/concepts of the course and the offer of EIP, only the type of course offer was related to the offer of EIP, with statistical significance (p=0.02), on the other hand, the proportion of EIP offered was higher among the offer of annual courses (28.1%) when compared to the semester (7.1%). Conclusion: implementing Interprofessional Education in national education and health policies is an essential process for the theoretical and methodological structure of the curricula and, consequently, for the curricular projects of undergraduate courses in health and nursing, since the training of these professionals must ensure a better health care.
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Estudando o obstáculo didático sob a ótica da teoria antropológica do didático
(Universidade Federal do Pará, 2016-06-27) MIRANDA, Werventon dos Santos; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
Statistics on education reveal difficulties in learning Mathematics. Thus, although such difficulties are present throughout Elementary School, it is important to note that expressively higher failure rates are observed among beginners of the second segment relative to concluding students of the first segment. This trend suggests that gaps are established as students are promoted from the first to the second segment. With this focus, we aim to identify elements that make-up the institutional epistemologies used in the teaching of Mathematics to students of the first and second segments of elementary education in relation to the teaching of fraction. In-order to achieve this goal, a qualitative literature review was undertaken. The results show that the current structure of Fundamental Education in Brazilian is the result of international agreements and pressures to expand compulsory schooling. These facts led the country to unite the old primary education with the junior high school, which was the first phase of high school with the elimination of the ―admission exam‖, and thus, forming the current nine (9) year Elementary Educational structure. This new structure is supposedly continuous, but is actually seen as ―two distinct and juxtaposed blocks‖ because they acquire characteristics that distinguish them and allow them to be seen as two institutions in terms: (1) the organizational structure, (2) the manner in which the content of each disciplinary is taught and (3) the minimum requirements of professionals qualified to teaching in each of these blocks that are also known as segments. Based on the research, each segment adopts a different approach to teach fractions. Such differential in Institutional Epistemology is seen as a didactic obstacle in the learning of fraction among students that initiate the second segment of elementary school. Hence, it is referred to as an Institutional Didactic Obstacle.
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Formação da identidade cultural de crianças do ensino fundamental à luz das diretrizes curriculares de Ananindeua
(Universidade Federal do Pará, 2024-03-15) MARTINS, Leide Daiane dos Anjos; ROCHA, Carlos José Trindade da; http://lattes.cnpq.br/7815926450187234; https://orcid.org/0000-0001-5172-9182; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983
The research seeks to understand the formation of the cultural identity of elementary school children in light of the municipal curriculum guidelines of Ananindeua. A qualitative approach was used, involving documents and descriptive representations of children in the 4th and 5th years of morning and afternoon classes at an elementary school in the municipality. The results indicate that the municipality's curriculum document created macro areas, including Multiculturalism, now called Cultural Identity involving citizenship and civics. In practice, it is necessary to rethink educational approaches, considering the fundamental role they play in the identity and cultural formation of children, in order to better promote the appreciation of diversity as an integral part of this cultural identity process of children in the school environment, as it reflects on various concepts of Amazonian education and daily life in the globalized world. The Amazonian cultural plurality, present in everyday school life, must ratify cultural diversity as a fundamental trait in the construction of children's identities, defined and negotiated in the field of conflicts and the infinite possibilities of singularization in the municipal school environment of Ananindeua.
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Formación de profesores, currículo e infancia en comunidades tradicionales en la amazonia
(Universidad Nacional del Nordeste, 2021-08) DAMACENA, Fabiola Aparecida Ferreira; LOPES, Raquel da Silva
This paper discusses the possibility of implementing a new educational assistance policy for rural children through changes in the curriculum of teacher education courses. Thus, its main objective is to present evidence in order to enable paradigmatic changes in the sociopedagogical matrix of the educational processes of the future teachers, highlighting some aspects of a particular experience carried out between the years of 2015 and 2019 in the countryside of Brazilian Amazon, more specifically in the Southwest of Pará. The methodology used is characterized by the direct immersion in the context of the experience registered in this work as well as by participant observation and the reflection of records resulting from it. The most important results indicate an urgent need to reverse the logic of teacher education overcoming an abstract perspective based on universalized and colonizing assumptions as well as to bring the fundamentals of educational processes closer to the characteristics of the territory where they will be applied together with the involved subjects, with a view to prioritize the childhood to be assisted. In this sense, the dialogue with data leads to the unavoidable conclusion that it is urgent to base the curriculum of teacher educational courses on structural axes linked to pedagogical practice, sociocultural diversity and human rights.
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Livro didático e práticas em sala de aula para alfabetização em Parkatêjê
(Universidade Federal do Pará, 2021-08-17) QUARESMA, Francinete de Jesus Pantoja; FERREIRA, Marília de Nazaré de Oliveira; http://lattes.cnpq.br/4291543797221091; https://orcid.org/0000-0001-9995-1938
The indigenous peoples of Brazil are heavily threatened with extinction. Consequently, their language and cultures are also in danger of disappearing. Throughout more than 500 years of contact, provoked by the arrival of the Portuguese, the number of indigenous peoples and languages have reduced (SEKI, 2000). Contact with non-indigenous cultures has led these communities either to a process of extinction or monolingualism in Portuguese. Thus, safeguarding measures are urgently required for the preservation of indigenous peoples and the revitalization of their languages. In the current scenario, indigenous school education, involving the formal and systematized teaching of the traditional languages of these communities, has been understood by the natives themselves as a strategy for the preservation and invigoration of these languages. But for the schooling process to fulfill such purpose, methodologies for teaching and learning indigenous languages and textbooks used in the classroom must be consistent with the reality and specificities of the people they are intended to. Based on this assumption, this study aimed to contribute to the formal teaching-learning process of the Parkatêjê, a language of the Timbira Dialectal Complex, spoken by the Parkatêjê Indigenous Community, located in southeastern Pará. In the current context, as a result of the intense contact with the surrounding society, Parkatêjê has become the inherited language of the indigenous children's generation, who are monolingual in Portuguese, but with great potential for language learning and capable of reversing the situation of linguistic obsolescence. In this sense, this research carried out within the Parkatêjê community was motivated by the need for investment in studies that favor the strengthening of endangered languages. Through this study, we sought to investigate a theoretical-methodological contribution which has proves efficient for teaching-learning of the Parkatêjê language at a literacy level that subsidizes the production of indigenous textbooks, classroom practices and school curriculum. The theoretical-methodological hybridism based on the concepts of Textual Genres, the Communicative Approach and the Psychogenesis of Written Language was appointed as an alternative to support school activities that promote, concurrently, the development of oral and written skills in children enrolled in the 1st/9 year of the Escola Indígena Estadual de Educação Infantil, Fundamental e Médio Pẽptykre Parkatêjê. Consistent with the particularity of the action research, the results of this investigation culminated in a proposal for a curricular reference matrix for the teaching of the Parkatêjê Language at the literacy level to Parkatêjê children; a proposal for the conception of an indigenous textbook for teaching this language at the local level, with activities developed in didactic sequences aimed at the 1st of the three school years / grades that comprise the Ciclo de Alfabetização [Literacy Cycle]; and a proposal for an indigenous textbook for reading the illustrated Parkatêjê alphabet. A bibliographic, documental and field nature research was developed. The study has also employed techniques consistent with the qualitative approach and applied data collection based on the theoretical assumptions of Applied Linguistics, Descriptive Linguistics and Education.
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As mulheres existem: teoria feminista, estudos de gênero e história das mulheres na formação de professores de História
(Universidade Federal do Pará, 2021-12-15) COSTA, Camila Frota da; LINHARES, Anna Maria Alves; http://lattes.cnpq.br/3081434819616255; https://orcid.org/0000-0001-7548-9259
This paper aims the analysis of History teachers' education regarding the feminist theories, Women's History and gender studies which are fundamental to the teacher's qualifications concerning the school environment, permeating through diverse family structures, gender and sexual orientation, race, and social classifications. The History Degree's Educational Projects of The Federal University of Pará, taking both Belém and Ananindeua's campi, are the main sources of this research, having been used to evaluate if there is a commitment to surpassing the teaching methodologies based on a "unique History", traditional, linear, ethnocentric and male-centered core. Giving the recent attacks towards the teaching freedom in schools by conservative movements and having been convinced of the necessity of a teacher's formation revision, it has been considered by the authors that teachers must be prepared to dodge these curbings and provide an evermore inclusive and emancipatory education. This paper has been written in a time which the No-party School Movement, anachronicaly, has grown in the politics' scenario in Brazil, with evident reflexes in BNCC, once the document has been emptied of contents regarding gender, diversity and sexuality. From these premises above mentioned, an intervention has been proposed in the pre-Columbian America subject, in which the educational project has been structured in way that women authors and feminist works are favored. The classes taught during this subject have been analysed and are part of this work. this experience has inspired the production of a podcast series about History teaching, feminism and Women's History, having History teachers willing to rethink their practices from these themes' perspective as the target audience. The series, in a propositional form, is the second produt from this paper.
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O multiculturalismo na educação
(Universidade Federal do Pará, 2020-06) SANTOS, Bruno Freitas
This work presents an discussion about the universe of educational multiculturalism. The objective of this article is to bring reflections on the relevance of multiculturalism in education, in which it must be framed within the curricular matrix, making teaching practice increasingly broad and plural. The methodology used in this study was carried out through a bibliographic source and the contributions left by specialists in the area, in which they developed studies and research in the curricular field and in school culture. The results of this research aim to realize that education requires numerous actions and interventions in order for it to become broad, plural and complete. The conclusion of this article is to better understand what the multicultural universe is, and all its breadth, being an important educational requirement, which must be worked and treated with singularity and respect for differences, ranging from racial, ethical, cultural, social and religious. The structure of this work will be in chapters and with clear and objective ideas.
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Nos trilhos da História local: ensinar História na limítrofe Belém/Ananindeua
(Universidade Federal do Pará, 2024-09-03) PANTOJA, Ana Bárbara de Oliveira; MESQUITA, Thiago Broni de; http://lattes.cnpq.br/9103271903652224; https://orcid.org/0009-0000-4099-8061
This work discusses possibilities for including local history in history teaching as a pedagogical practice applied from different sources and languages. The research aimed to immerse ourselves in the local history of the city of Ananindeua and the neighborhood of Águas Lindas and bring it into the school environment, taking as a starting point the problematization of the school curriculum and the inherent difficulties of aligning the taught history with the reality of basic education students. Starting from theoretical discussions linked to local history, memory and oral history, we sought to develop educational actions throughout the school year that would make it possible to bring sources and debates linked to local history without, however, detaching themselves from the curriculum. The activities carried out aimed mainly to encourage students to take a leading role in the search for knowledge and lead them to better understand the reality in which they live, thereby also strengthening the bonds of belonging to their community. The work was developed through discussion circles, workshop classes, visits to "places of memory", and consultations with oral sources connected to the neighborhood. The actions developed enabled the students to learn about and critically examine their reality through the perspective of local history. As a product of the dissertation, a teaching material was created to help teachers and students who are interested in teaching or learning a little more about the local history of Ananindeua and the Águas Lindas neighborhood.
Acesso aberto (Open Access)
Notas sobre o currículo como prática de tradução cultural
(Universidade Federal do Pará, 2015-06) RIBEIRO, Joyce Otânia Seixas
The article is part of a doctoral thesis, and intends to discuss the cultural translation as a theoretical tool. To ful" ll this task, we will have a brief theoretical foray with the intention to get to the notion of cultural translation of Bhabha (1998). ! en we will trigger such a notion of translation in curriculum debate, with the intention of outlining the curriculum as a practice of cultural translation.