Navegando por Assunto "Formation"

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A construção do projeto político pedagógico das escolas do campo: uma contribuição ao tema
(Universidade Federal do Pará, 2014-01) POJO, Eliana Campos; BARRETO, Josilene Ferreira
This paper shows the construction of Political Pedagogical Project (PPP) in the rural schools, especially those that are located in the islands of the city of Abaetetuba. This was work one of the actions of the Study Group and Research Society State and Education (GEPESEED). The city of Abaetetuba has approximately seventy-two (72) islands and in these are distributed approximately eighty-three (83) schools, working with school attendance in the following grade levels: Early Childhood, Elementary and Secondary Education. Of this group of islands most schools do not have PPP built, which prevents, among other situations, the participation in the programs and actions of the federal government, requiring it as an instrument of school organization. Under the law (LDB 9394/96) is the explicit intention that everyone needs to participate in school life in its multiple dimensions (social, administrative and political-pedagogical) and the construction of a PPP school, constitutes learning required to be experienced and lived throughout the school community, it is an opportunity in which they can reflect on the intentionality of their own educational practice. We are mindful that the design guides to all school actions in a planned and organized, and its absence makes the school blurry without identity and direction, following direction and mostly without any commitment to the educational process. It was in this political sense, the formative meetings, base of the action of GEPESEED, sought to develop studies and advisory services to build the PPP of these schools, in partnership with the City Department of Education of the City of Abaetetuba. Briefly, the formative meetings were undertaken as an exercise of praxis, ie, a cyclic movement (school-formation-intervention), and continuous reflection on practice for managers who are in the schools and coordination with the responsibility to conduct the work pedagogical school routine. (Freire, 1996).
Acesso aberto (Open Access)
Contribuições epistemológicas do cálculo diferencial e integral I para o curso de licenciatura em matemática
(Universidade Federal do Pará, 2021-04-15) FERREIRA, Francisco Fialho Guedes; ROCHA, Maria Lúcia Pessoa Chaves; http://lattes.cnpq.br/4291670232604529; https://orcid.org/0000-0002-8022-2601
This work has as object of research the academic formation in Degree in Mathematics, with focus of study in content of the Differential and Integral Calculus I (DIC-I), for the formation of future teachers of Basic Education of the students from the Federal Institute of Education, Science and Technology of Pará (IFPA). The question that motivated the research was “what way the Differential and Integral Calculus I contribute to formation of future mathematics teachers in Basic Education?” The aim this study is to analyze the epistemological contributions of the DIC-I for the training of students of Degree in Mathematics course for Basic Education. The methodology used in the research was qualitative, based in surveys on the issue addressed in databases, in the SOLO Taxonomy, in the MQ2 Model and in the Collective Subject Discourse, with a view to an analysis on the epistemological contributions of the DIC - I to formation of future mathematics teachers in Basic Education, from the perspective of: student learning; subject contents; and teachers' speech. The search results were systematized as of indicatives pointed out by the researched theses and dissertations, by the elaboration and use of a quantitative/qualitative analytical model MQ2 , by the analysis of questions that interconnect mathematics of Basic Education with DIC -I, and the Discourse Collective Subject developed from the speech of a group of teachers of that discipline. These discussions have their development presented in chapters 2 and 5 of this thesis, whose relevance is in the viability feasibility of check the qualitative / quantitative level of epistemological contribution to formation of future mathematics teachers in Basic Education, which suggest that we have that give a direction for DIC -I, in other words, look at interested in the discipline. To refer answers to the question formulated initially, we confirm the thesis that the DIC-I contributes epistemologically to formation of future mathematics teachers in Basic Education, however, is very importance that some questions are resolved for that this discipline be molded to the interests whose need to learn it.
Acesso aberto (Open Access)
Educação e sociedade: o papel das Políticas de Ensino Médio na formação de estudantes em escola pública da Amazônia paraense
(Universidade Federal do Pará, 2018-06) NASCIMENTO, Afonso Welliton de Sousa; CORDEIRO, Yvens Ely Martins; TAVARES, Francinei Bentes; BELTRAO, Norma Ely Santos
The research aimed at the study of the educational policies of High School in the State of Pará and its role in the training of students in a public school in the Amazônia Paraense, in the Municipality of Abaetetuba, from 2007 to 2012. The universe of research is from a school Which receives students from the outlying districts of the city and from the countryside: roads and islands. The negative reflection of the educational policy in the training reflected in the fragility of the content taught, especially for the continuity of the studies.
Acesso aberto (Open Access)
Um estudo de caso sobre a pedagogia a distância na UNIGRAN e presencial na UEG em Campos Belos de Goias: a percepção dos acadêmicos
(Universidade Federal do Pará, 2018-12) SOUZA, Maike Soares de
The article concentrates on the initial formation in the pedagogy course in the face and distance modalities. The objective is to analyze the formative peculiarities present in the different contexts in which the teacher is prepared professionally for the infantile education. Thus, field research is carried out at the UEG and UNIGRAN in Campos Belos de Goiás, with academics from the Pedagogy course, since the questionnaire was used for data collection, in the first one, and interview to the second. In short, the everyday life of a professional formation, in addition to the yearnings for progress and several specific factors, revealing problems and impasses, noting the need for transformations, and an urgent resignification of the modalities offered by pedagogy, as well as the course in question.
Acesso aberto (Open Access)
As olimpíadas brasileiras de matemática das escolas públicas na formação de professores e alunos
(Universidade Federal do Pará, 2013-04) VIANA, Cléber Soares Viana; CALDAS, Carlas Ciane Silva
The related article has as objective to embroider the OBMEPS (Olimpíadas Brazilian of Mathematics of the Public Schools); we will also speak of the historical origin of the Olimpíadas of the Mathematics, and as boarding final we will comment of that it forms the OBMEPS has contributed for a formation of pupils and professors in the Public Schools of the regions Northeast (Ceará), Southeast (Mine-Generality) and North, specifically in the Cities of Barcarena and Parauapebas.
Acesso aberto (Open Access)
Pedagogia em ambiente não-escolar: atuação do pedagogo no Tribunal de Justiça do Pará
(Universidade Federal do Pará, 2013-09) SILVA, Gilmar Pereira da; FREITAS, Riane Conceição Ferreira
This work is part of the research “The regulation of the pedagogy course and the work of pedagogues in the judiciary” and refers to the longing in focusing on recent theoretical constructions in the area of research in education in which the exercise of professional educator goes beyond the bonds of teaching and the resources of the enterprises or shares included in projects and programs, often with arrangements for formative nature, leisure and recreation. The brief remarks about the public education policies that regulate pedagogy courses and the consequent formation of institutions of higher education seek to establish a discussion about the transformations in work involving the pedagogy professional, focusing on the work of pedagogues in the Judiciary. We assume dialectical materialism as the main reference for our research and utilize the procedures typical of qualitative research.