Navegando por Assunto "Escolas públicas"

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Acesso aberto (Open Access)
O debate francês acerca da instrução pública e seus desdobramentos no Brasil
(2015-12) MALHEIROS, Rogério Guimarães; ROCHA, Genylton Odilon Rêgo da
This article aims to analyze historical aspects of political, ideological and conceptual issues that were present in the discussions concerning French National Education in the late eighteenth century, emphasizing the proposals of Rapport of Condorcet in 1792, as the basis of this kind of debate during the revolutionary process in France. We focused, therefore, on analyzing the discursive privileges of these proposals and the events arising from it that resulted in even more new proposals, including those of Romme, Robespierre, Lepelletier and Lakanal. This is an approach that gives us the understanding of the modern basis of the debate on public education that was configured in the nineteenth century. This competition of ideas among French people was configured as the great theoretical legacy for modern education systems, including the Brazilian. We concluded also that the education defended in France was permeated by the ideals of reason, moral and scientism.
Acesso aberto (Open Access)
O Ensino de música nas escolas públicas do município de Soure : um estudo de caso do Instituto Stella Maris
(Universidade Federal do Pará, 2023-04-28) CONCEIÇÃO, Juliano Cássio da Silva; COHEN, Líliam Cristina Barros; http://lattes.cnpq.br/0286644614789784
This research was developed in the research line of Epistemic Theories and Interfaces in Arts and it aims to analyze how the music teaching is being developed in public schools of basic education in the county of Soure-Marajó-Pa, in a instance study of Stella Maris Institute, taking into account some features such as the implementation of the legislation, the use of regional musicality aspects in teaching as well as interdisciplinary way and the elaboration and implementation of public policy about the music teaching. From an ethnomusicological perspective, it is intended to observe whether regional musical expressions, although the musical experiences of students, are taking in consideration during the process of music teaching. It was used in the theoretical framework authors in the field of ethnomusicology such as Blacking (1974; 1981; 1995), Nettl (1983; 2005), Lühning (2014), Lühning; Tugny (2016) and Queiroz (2004; 2020). The experimentation is descriptive and exploratory in nature and it uses both primary data, through fieldwork activities and conducting interview, and secondary data, through bibliographic and documentary research. It is expected that the research results can offer a diagnosis of music teaching in schools in the countryside of Soure from this case study and can lead to reflection and evaluation of public policies aimed at music education in this county.
Acesso aberto (Open Access)
Entre números e narrativas, um estudo sobre o fechamento de escolas em localidades rurais na Amazônia paraense
(Universidade Federal do Pará, 2019-08-08) SILVA, Josiane Nascimento da; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983
Acesso aberto (Open Access)
A gestão educacional no plano de ações articuladas do município de Macapá-AP: concepções e desafios
(Universidade Federal do Pará, 2015-06-23) BARLETA, Ilma de Andrade; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study has as general objective to investigate the model of management educational express in the Plan Action Articulated (PAR) of the municipal system of teaching of Macapá-AP, to analyze the features that the municipal administration has been assuming in the context of counter reform of the State and of the education. This study identifies and it analyzes the conception of present management in the counter reform of the State and of the education, because the brazilian Government began in the years of 1990 a change process in administrative structure, under the orientation of the multilateral capital organizations that, concerning the education, it proposes managerial changes for the organization and administration of that sector, inspired by the organizational practices of the private sector. This theoretical appropriation supported in the understanding of this management model present in the educational policy of PDE / Target Plan as well as its development in municipal teaching system, using the PAR. The hypothesis presented in this research was that the PAR brings conforming elements of an educational management in line with the management model of enterprise sector, based on the pursuit of efficiency, effectiveness and productivity of services. Although the indicators and actions of the PAR present aspects that coincide with the educators‟ speech on behalf of the democratization of the education, in practice the autonomy, the participation and decentralization, it has distorted concepts and they begin to guarantee space for the accomplishment of an management thought by the logic of the capital, which seeks to signature contracts administration, to control results, to centralize the decisions and decentralize / deconcentrate the accomplishment of tasks without, however, to have their support political-ideological support questioned by the local subjects. The theoretical-methodological foundations of this scientific investigation allowed a critical reading of the social reality. The intention was to identify the management model brought by the PAR, starting from the categories: decentralization, autonomy and participation. To this end, documents were used and accomplished interviews semi-structures with the subjects that integrate the Local Technical Team and the Local Committee of the Commitment, which were interpreted through the Analysis of the Speech. The results obtained in this study showed that the PAR of Macapá brought conforming elements of the gerencial management, because the conception of subjacent management to the politics of PDE/PAR includes the decentralization as synonym of decentralization of tasks; autonomy is used for practice of actions of the management contract; the participation is limited to oversight and responsabilization. The local subjects consider the PAR an important and necessary instrument for the municipal education, without identifying their limits and contradictions for the construction of the democratic management in the education field.
Acesso aberto (Open Access)
O novo ENEM e a prática pedagógica em uma escola de Igarapé-Miri - PA
(Universidade Federal do Pará, 2016-08-22) MELO , Alzyr Gonçalves de; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This study discusses the relationship between an official policy that is configured as prescribed curriculum and curriculum pedagogical practices at school. The policy in question is the new ENEM, a large-scale assessment, which has taken an inductor role of changes in the secondary curriculum. Seeks to analyze the curriculum practices of teachers of a public school in Igarapé-Miri, trying to understand the implications that the examination brings to the configuration of the same. Based on discussions in the field of curriculum authors and curriculum policies and assessment and teaching practice (Goodson 1995 2013; SACRISTÁN 2000, PACHECO, 2003, 2005, 2015; SILVA; LOOPES 2013 2015; Hypólito 2013 2015 ; VEIGA 1989), he tried to understand the ESMS as an educational policy characterized by the imperatives of globalization and as open to giving directions by the subjects of practice. For this was done a qualitative study (LUDKE & ANDRÉ, 1986; FLICK, 1994; CHIZZOTTI, 1991) in the school environment, using techniques observation and semi-structured interview with a group of school teachers. We conclude that the ESMS is rather bringing implications for school organization, for curriculum and pedagogical practices in high school, whereas it was found that there were changes in the evaluation process, methodology and thus instigating a tendency (teaching competency) in itself school curriculum from the massification of the exam, however this has occurred at school more as an external demand, a desire not to be outdone, last in the ranking, than a consistent initiative to improve the school's educational standard.
Acesso aberto (Open Access)
A participação da escola no enfrentamento da exploração sexual contra crianças e adolescentes em municípios impactados por grandes projetos minero-metalúrgicos: um estudo de caso em Juruti (PA)
(Universidade Federal do Pará, 2016-01-27) BARROS, Marilene Maria Aquino Castro de; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This Thesis is linked to Post Graduate Program in Education of Pará Federal University, in the Research Line Education: Curriculum, Espistemology and History. Treats of the theme Sexual Violence against Children and Teenagers, e subtheme Sexual Exploration. The objective is analyze the combat actions implemented by the schools of Juruti (PA) in oppose against the sexual exploration of children and teenagers, considering that this city since the 2000‟s was impacted with the installation of a big project of bauxite mining– ALCOA. Therefore, is necessary: analyze historically the phenomenon of violence against children and teenagers in the national, regional and local panorama; analyze the public politics focused to sexual exploration against children and teenagers combat and the function of school in this process and; analyze the combat actions made and implemented by the public schools at the oppose to sexual exploration against children and teenagers. The research was made by the theoretic presupposition of Historic and Dialectic Materialistic and, methodologically, like the fieldwork, of the study of case type and, were researched five (05) municipal public schools located in urban areas, in Juruti, a midsize Amazon region located in west side of State of Pará. With the arrival of the construction project of Juruti Mine, this city suffer socials, economics, environmental and cultural changes process and, in this context, the sexual violence against children and teenagers scenario also suffer changes. Were interviewed thirteen people, including eleven teachers, one manager and one pedagogic coordinator. In addition, two others ex Guardianship Counselors of Juruti also participated. The methodological procedures used to produce data were: bibliographic and documental research; semi structured questionnaire applied to representative of institutes who work with children and teenagers rights guarantee, like Guardianship Council, Health Municipal Departament, Civil Police Station, Municipal Schools and Social Assistance Reference Centre and; interview semi structured with education professionals. Data were analyzed by the documental analyze which show that the schools do not have actions projects to oppose the problem and when they made part of some project are always in partnership with others institutes. The actions happen but are alone and made by the teachers which makes that the oppose does not be an effective action and constant, objecting contribute to the retrenchment of physic, psychological, affective, and social integrity violation of sexual explored children and teenagers.
Acesso aberto (Open Access)
Políticas de ampliação da jornada escolar: a implantação do Programa Mais Educação em Igarapé-Miri/PA
(Universidade Federal do Pará, 2016-06-23) SOUSA, Luísete do Espírito Santo; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
This dissertation analyzes the expansion policy of the school day in the Brazilian public school, through the implementation of the Programa Mais Educação in the Municipal Department of Education and two (02) schools of Igarapé-Miri, in Pará State, in the period of 2011 to 2014. It is in line with the discussions on integral education and full time education which, in recent years, have been constant subject of studies in academia. The methodological option for qualitative research enabled us to promote an analysis of educational reality built through dialogue with our object in an intense relationship with the subjects and documents produced in that context. The Case Study, as a methodological process, allowed us to observe the peculiarity and uniqueness of PME in Igarapé-Miri, allowing the categorization of nuances that the implementation of this Program has taken, and the conceptions shared in the Municipal Department of Education and schools. This approach was also conducted with bibliographical and documentary research, about the process built-up in this reality. The relevance of this study is mainly on the possibility to observe how the Brazilian educational policies which proposes to extend the time of education in the perspective of Integral Education/full-time education can be presented. From the analysis, it was found that the implementation of PME has enabled significant contributions in overcoming the reduced public school shift that has been focused in content and disciplines. Contradictorily, in this locus, it has not yet been possible to verify that the use of the Program has been a successful strategy for the promotion of Integral Education/full-time education because the observed experiences reveal that the lack of adequate infrastructure, the need for training and professionals development and the lack of curriculum guidelines has hampered this change in school.