Navegando por Assunto "Instituto Federal de Educação, Ciência e Tecnologia do Pará"

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Acesso aberto (Open Access)
Os desafios da licenciatura em educação do campo no IFPA - campus de Abaetetuba/PA
(Universidade Federal do Pará, 2014-08-29) BENTES, Elane do Socorro da Silva; NASCIMENTO, Nádia Socorro Fialho; http://lattes.cnpq.br/0757907626776627
This study has as its object the Course of Major in Field Education - LPEC of the Program of Support to the Superior Formation in Major in Field Education - PROCAMPO, which is offered by the Federal Institute of Education, Science, and Technology of Pará – IFPA Abaetetuba campus. Its aim is to identify the main challenges that refrain the correct functioning of it and to contribute to the improvement of Public Policy of Field Education, regarding the formation of teachers. Initially, it was attempted to comprehend the role of the State in modern society and its relation with the social movements which struggle for education; after that, it was attempted to know about the historical trajectory of the Public Policy of Field Education and to present the main challenges of the LPEC of the PROCAMPO/IFPA Abaetetuba campus from the perspective of those involved in the course. This is about a unique study of case of qualitative approach carried out with those involved in the course of LPEC of the PROCAMPO, based on several sources and consolidated by the bibliographical incursion that gives theoretical basis to the study herein. It was used the participant observation, interview structured with ten collaborators (3 teachers and 5 pupils) and closed questionnaire to collect the data in the field. The thematic axis emerged from the theoretical basis, from the analysis of documents, and from the material collected in the field through the content analysis technique. The results of the Field indicated that the Course of Major in Field Education - LPEC/PROCAMPO promoted by the IFPA Abaetetuba campus presents challenges of pedagogical order and infrastructure, what partially affects the quality of the formation. However, the implementation of the course in the municipality represents a considerable gain for the movement that struggles for a Field Education, principally because there are innumerous communities which are located in the rural area of the municipality and the proposal of the Major in Education is to form teachers to work based on the valorization of the culture of subjects from the field (that in the Abaetetuba case is the riverside culture), reverting a serious matter of the Brazilian education, which is the imposition of the urban culture in the rural area through education.
Acesso aberto (Open Access)
O instituido e o vivido na formação docente para educação inclusiva: representações sociais de professores egressos do Curso de Licenciatura em Biologia do IFPA
(Universidade Federal do Pará, 2014-08-22) MELO, Ermelinda Nóbrega de Magalhães; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study's purpose is the social representations of graduates of the Bachelor's Degree in Biology from the Federal Institute of Education, Science and Technology of Pará - IFPA about their teacher training in the perspective of school inclusion of students with disabilities. The issue was oriented with a focus on social representations announced by teachers about their training for inclusion. The main objective of the study was to analyze the process of construction of social representations of graduates of degrees of IFPA about her teacher training with a view to inclusion. The methodology followed a qualitative approach - descriptive - interpretative - Analytical with the intention of hearing what these teachers have to say about the inclusion of special students, as these representations are constructed and what their reflection in the action of the individual. It is a field research and aimed to deepen our knowledge of the subject studied. The research subjects were 10 teachers coming graduates from the field of natural sciences who agreed to participate in this study. The research data were collected through the questionnaire for the realization of socio-economic survey, the interview mode semi-structured with the intention of seizing the verbal discourse of teachers that were taken as a revealing source of social representations; Technique and Free Word Association aimed to highlight relevant images of possible representations of teachers. To understand the data analysis technique in categorical content perspective Bardin was used. Analyzing the data showed that the interviewees considering the units of meaning on certain aspects that permeate the Inclusive Education and Teacher Training, highlight issues such as dialectical relations between inclusion and exclusion, affection and knowledge, theory and practice, as well as conflicting notes that indicate certain professional anxieties. Thus the results show that teachers' representations about the object of study are presented in different ways, revealing the need for resizing educational, professional and structural actions and beliefs are allied to the conventions and traditions that throughout history and educational culture has reinforced the image of the pupil with special educational needs, disabilities associated with designing and student who flees the model established by society. The survey also reveals social representations that permeate the psychosocial constructs on Inclusive Education and training, indicating that among the prioritized values and knowledge to think and consequently act are strongly linked acceptance of differences from solitary actions, ie, a role individual.