Navegando por Assunto "Pedagogia"

Agora exibindo 1 - 10 de 10

Acesso aberto (Open Access)
O ensino da filosofia na educação no curso de pedagogia
(Universidade Federal do Pará, 2005-01) OLIVEIRA, Ivanilde Apoluceno de
Acesso aberto (Open Access)
Estágio GO! Uma proposta de jogo de tabuleiro para a pedagogia
(Universidade Federal do Pará, 2024-03-25) COSTA, Tiago Henrique Paixão da; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The supervised curricular internship, in a school environment, of the Pedagogy course is a stage in which the undergraduate has the opportunity to follow and assist the work of a teacher in the classroom. In this context, joint work and an exchange of knowledge are necessary between all members who are part of the internship journey. According to Raymundo (2013), the internship is a time for socialization and exchange of experiences. However, due to a series of factors, this dialogue and openness are not favored, or are scarce and limited, or restricted to some specific moments. Therefore, this research had the main objective of developing Estágio Go! A board game, with mechanics based on Quests (Howard, 2022) and Roleplaying Games (RPGs), with the aim of facilitating the sharing of knowledge between members of the process. Pedagogy internship in the initial grades of elementary school. Based on the concept of simulated reality (Kapp, 2012), Estágio Go! Proposes an imaginary universe, in which the Pedagogy intern assumes the role of a player and faces a series of situations that could, in fact, happen in the real environment of the internship. . Once faced with these situations or missions, you must use your knowledge and experiences from your undergraduate studies to propose solutions and thus overcome the challenges of the game. This qualitative research was designed as action research and the methodological process was organized as follows: (1) bibliographical study on teacher training, supervised internship, use of games in the context of teaching and creation of board and RPG games; (2) development of the first versions of the board game; (3) testing of game prototypes carried out with students and teachers of the supervised internship discipline in the initial years of Elementary School, of the Full Degree in Pedagogy course at the State University of Pará; and analysis by two experienced school experts; (4) development of the final product Estágio Go! Improved according to the results of field experience and expert evaluation. The results of the investigation showed that the educational product Estágio Go proved to be an aid tool for the internship discipline and was well received by the students and teachers participating in the research.
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)
Formação inicial de professores: uma análise da experiência do Campus da UFPA de Breves/Marajó
(Universidade Federal do Pará, 2014-06-24) SILVA, Solange Pereira da; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523
This Dissertation titled, '"Initial teacher education: an analysis of the experience of Campus UFPa Breves / Marajó" aims to investigate the policy of teacher education, with the research question: The initial teacher training course Pedagogy of the Federal University of Pará, from the Internalization specific Campus Briefs / Marajó establishes a connection to the reality of the subjects in training, with a view to their performance critically in the teaching profession? We start from the perspective that the analysis of teacher education requires considering the environment and current social structure. Therefore, it was based on the theoretical and methodological foundations of dialectical historical materialism to relate the singular with the social totality, seeking to understand the research object in question, in their contradictory historical determinations. The research is characterized as a case study as having locus of research at the Federal University of Pará, Campus Briefs / Marajó. To conduct the study was used documents that constitute the legal basis for the decisions that drive the formation of primary education teacher at the college level. Also, for the apprehension of all, we used documents prepared by the Working Group on Teacher Education of ANPED, and research produced under this GT as well as institutional documents UFPA, as Document MEETING Program Reporting Unit searched between the years 2009-2012 and Curriculum Design Education Course. In order to analyze whether the training received establishes a connection to the reality of the subjects in training, with a view to their performance critically in the teaching profession, held interviews with students who graduated from the Pedagogy years 1995-2006. De not conclusively be deemed to Initial Teacher Training from the Internalization of UFPa was offered under precarious conditions, caused by lack of resources for materialization of shares. Even being resized by MEETING Program, Initial Teacher Training of Internalization presents difficulties to offer a quality education for the critical role of graduates in the field of activity of teaching.
Acesso aberto (Open Access)
Glossário da área pedagógica para LSB: um estudo socioterminológico
(Universidade Federal do Pará, 2025-02-26) MOTA, Carina da Silva; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006; https://orcid.org/0000-0001-9250-8917
This doctoral thesis is part of the research line in linguistic studies and is developed within the research group GeoLinTerm – Geosociolinguistics and Socioterminology Project. A glossary in Brazilian Sign Language (LSB) was developed in the field of Pedagogy. Although numerous Deaf individuals choose to pursue this degree, there is currently no dictionary, glossary, or terminology guide available for the Deaf community in Pedagogy. The objective is to identify which terminologies have been conventionally established in Brazilian Sign Language for concepts within the Pedagogy program and to record them in a dictionary for consultation and comprehension by Deaf students, Brazilian Sign Language interpreters, and both hearing and Deaf teachers. A bibliographic study was conducted based on Faulstich (2003), Quadros (2004), Faria-Nascimento (2009), Castro Júnior (2014), Costa (2012), and Oliveira (2015) to support the study in the linguistic domain, particularly in the conventionalization of morpheme constructions that adequately express the specialized terminology within the undergraduate Pedagogy program. The collected data are guided by the methodology of Socioterminology, a branch of terminological science whose core objective is to reorganize a typology for the classification of variants in technical and scientific categories, distinguishing between two concurrent types: the formal terminological variant and the formal registry variant, as proposed by Faulstich (1995). A nationwide mapping of Brazil’s five regions was carried out to catalogue and document the sign terms conventionally used by peda ogues, Deaf students enrolled in the program, and Brazilian Sign Language interpreters. Based on this cataloguing process, a Socioterminological glossary was constructed, featuring 114 Pedagogy terms in Brazilian Sign Language, which was then made available as an Android mobile application for the Deaf Community.
Acesso aberto (Open Access)
História da disciplina Psicologia da Educação no Piauí na formação inicial de professores: das Escolas Normais às licenciaturas em Pedagogia
(Universidade Federal do Pará, 2024-05-29) SILVA, Ellery Henrique Barros da; NEGREIROS, Fauston; http://lattes.cnpq.br/6286677749065869
The thesis aims to investigate the discipline of Educational Psychology in initial teacher training, from the first Normal Schools in the 1930s to the Pedagogy degree courses in public institutions in the State of Piauí in the second decade of the 20th century. XXI. Thus, the following specific objectives emerged: to analyze the interface of Psychology and Education as a subject in teacher training in the first Normal Schools of Piauí in the 1930s; describe the historical path, training and trajectory of pioneering teachers when teaching the subject Educational Psychology in Pedagogy Degree courses in the second decade of the 20th century. XXI; to find out from the curriculum in undergraduate courses in Pedagogy in public institutions in the State of Piauí how the subjects dealing with Educational Psychology are worked on. The theoretical foundation covered the following axes: History of Educational Psychology; History of Brazilian Education; Teacher training. The method is a qualitative approach, exploratory-descriptive, inspired by the perspective of historiography and oral history. Thus, it was composed of documentary sources: curricula, pedagogical plans and school activities from the first Normal Schools in Piauí; Pedagogical Projects for Courses/PPCs of the Degree in Pedagogy courses at public universities in the State of Piauí; and oral sources: oral testimonies from pioneering teachers of the Educational Psychology discipline. The instruments used were: cards to identify historiographic documents; sociodemographic questionnaire; and semi-structured interview script. The results of the thesis are presented and analyzed in three studies and revealed that: i) during the operation of Normal Schools in the State of Piauí, from the 1930s to 1990, the discipline Educational Psychology presented a conception of schooling and educational practice based on in cognitivism, inspired by a biological model, with naturalizing, reductionist psychological applications and with medicalizing and pathologizing practices regarding learning and human development, focused especially on issues of intelligence and conduct, with a strong tendency to hold students, their families and teachers for school failure; ii) in the investigation with university professors who were pioneers in the teaching of Educational Psychology in the state of Piauí, their statements revealed a predominance since the 1970s and 1980s of a psychological science to train teachers based on the diagnostic character and explanations around the non subject's learning, attributing students' performance to herodological issues. The focus of the training was marked by the search for explanations about the so-called “learning difficulties” based on individual differences. This understanding about the role of the discipline lasted in subsequent decades, until more comprehensive discussions about new studies in Educational Psychology, which began to emerge in the first decade of the 2000s, with the creation and participation of teachers in study and research centers. facing the area. Nevertheless, the focus of teacher training and educational practice continued to be predominantly on the psychoeducational dimension of the practice, while the psychosocial dimension remained incipient; iii) In the syllabi of the Educational Psychology discipline in Pedagogy degree courses, the presence of studies in the field of theories of learning and human development, subjectivity, disorders, disorders and learning difficulties and pedagogical practices was verified; having a cognitivist, positivist, constructivist and pragmatic perspective in the dominant sense in the syllabi. Furthermore, among the main references, a greater predominance of foreign authors stood out, as well as studies by Brazilian authors, however, in both cases they reproduce American and European theories, that is, there is literature that does not discuss from of the Brazilian, Northeastern and, above all, Piauí reality. In summary, considering the historiographical analysis of the Educational Psychology discipline in Piauí, it was revealed that there were subtle changes and solid conservations. This highlights the importance of designing a curriculum for this discipline that is in tune with the history and culture of each social context. Furthermore, promote training that stimulates reflection and criticality through psychoeducational practices directly integrated into the psychosocial aspects of the student, the community and the school floor, aiming at human development and citizenship formation, encouraging their emancipation and contributing to social transformation . The need to expand authorial studies and research is also evident, especially in the educational reality of Piauí.
Desconhecido
Leitura e universidade: um estudo de comportamentode leitura em alunos de pedagogia
(Universidade Federal do Pará, 2005-01) ALVES, Laura Maria Silva Araújo
Acesso aberto (Open Access)
O Exame Nacional de Cursos: provão e suas repercussões no curso de Pedagogia da UFPA/Santarém
(Universidade Federal do Pará, 2006-10-03) COSTA, Maria Raimunda Santos da; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
This study had the aim to understand the consolidation process of evaluation in the Superior Education from the decade of 1990 which was known as the National Exam of Courses ? NEC with echo in the Pedagogy Course in the University of Para in Santar?m. This research had supported in the following questions: a) in what way did the historic process of constitutionalization and institutionalization of evaluation in the Brazilian Superior Education happen? b) What were the consequences of the National Exam of Courses for the teachers and in the students? view that did the Exam in the Pedagogy Course in the University of Para in Santarem? It was used the social-historic and historiographic approach based in the Analles Schooling. It was done bibliographic research and analyzed the teachers and students speaking. The data was collected through semi-structured interview. The investigation sustains that the evaluation of official Superior Education have been structured since the introduction of the firsts Superior Courses to establish internal control in the formation. In the decade of 1990 Brazil had planned its economic and educational policy based in the strategies of structural adjust done by International Monetary Found (IMF) and Worldwide Bank with the same international economic interests and it turned its attention to the Courses in the interior of Superior Education. The ?Prov?o? is an example of this evaluation and how the country was attached with the international decisions. ENC was a kind of control, appraisement and education measurement, which discoursed the conflict statement indicating its proper time to present facts. One, upheld by ANDES, checking the assessment from an institutional and free method and the other supported by the government as education politics. This one is the National System assessment. The Pedagogy Course of University of Para in Santarem felt it as pressure, fear, apprehension, dread, aggression, impact and worry, but at the same time it occurred the limits have given by the Brazilian State. ENC had an inconsistent reflexion, which herd filing to students and teachers, who accepted the nules to have got a good score in their college degree.
Desconhecido
RIO DA MATEMÁTICA: um jogo de tabuleiro para auxiliar na aprendizagem de conceitos matemáticos na formação do/a pedagogo/a na UFPA – Campus Altamira
(Universidade Federal do Pará, 2023-07-03) VALE, Renan Rodrigues do; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The training of the pedagogue has been a permanent debate in academic research on different fronts, among them, on their training in mathematics considering that this professional works with the disciplines in the Early Years of Elementary School. The present dissertation had as general objective, to verify if the use of the game Rio da Matemática contributes to the formation of the Pedagogy Graduates and, consequently, feel more motivated to study and confident to teach Mathematics, and with specific objectives; a) to know the curricular components on the teaching of Mathematics present in the Pedagogy Degree course at UFPA; b) identify the difficulties of teaching-learning in Mathematics of Pedagogy Graduates and how they deal with these limitations; c) discuss the use of the game and playfulness in the teaching learning process of Mathematics; d) design an educational product that contributes to the teaching-learning process of Mathematics of Pedagogy Graduates; e) Use the Rio da Matemática game as a tool for the training of Pedagogy Graduates in the FTM discipline of Mathematics. About the research problem: how can the use of a board game contribute to the teaching of mathematical content in the training of Pedagogy graduates and in their didactic pedagogical practice in the early years of elementary school? Methodologically, a survey was made of the PPCs of the pedagogy course at UFPA on the offer of subjects related to the teaching of mathematics, regarding the construction of the educational product and the game, qualitative research was used, and through bibliographic and documentary research, and field research. It also includes the methodological steps for the construction of educational products, as instruments of data collection, an electronic form, pre-test matrices and product validation matrix with the students of the pedagogy course were used. It was concluded that students have certain gaps in the use of mathematical concepts in their daily lives, and a certain absence of teaching practices related to the use of games; while the FTM- of mathematics teaching students scored a possibility of a greater workload for the discipline. Regarding the analysis of the validation matrix, the product positively meets some dimensions and categories used for further analysis, with the exception of the transformation category, which the game does not make a contextual relationship between the content and pedagogy content. Thus, the Rio da Matemática game has the potential to be used and applied as a proposal for methodology and didactics in a playful way, enabling pedagogy graduates to learn and teach mathematics in a creative and motivating way.
Desconhecido
Tramas de subjetivação: analítica da fabricação do PARFOR-Pedagogia-Campus de Bragança/UFPA
(Universidade Federal do Pará, 2014-06-27) REIS JÚNIOR, Leandro Passarinho; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
The training model of Brazilian teachers refers to the democratization of the country and leveraged social changes in the 1980s, with the legal framework to the 1988 Constitution and the educational and curricular reforms that followed. This work constitutes a arqueogenealógica a Foucauldian analysis of the discursive practices devised over the course of Pedagogy of the National Teacher Training for Basic Education (PARFOR) Campus Universitario de Bragança - Federal University of Pará (UFPA). We start from the archaeological study of the historical emergencies teacher training to locate and give visibility to the arena of teacher education as contemporary contingency arising from capillary forces that aim and, at the same time, subjectivate the teacher in training. Sustentamo us dwell on the hypothesis that, in this game of power-knowledge, plots of embodied subjectivity in the curriculum in practice governmentalisation. Such plots, in turn, culminates in the production of documents among which some were selected to compose the critical analysis of this work. Thus, we aimed to discuss the formation of the student while manufacturing PARFOR-Pedagogy, with an emphasis on curriculum developed by Campus de Bragança/UFPa order to perceive it in its articulation with certain emergency training and regulation of teachers. The research had as source documents installing the policy of teacher education in the country, viewing them as monuments to effects on subjectivity and objectivity of the subject, and teacher training as historical practice and strategic device governmentality. Organized documents in subfiles, the analysis was conducted by questioning - archaeological and genealogical Michel Foucault, Gilles Deleuze articulated to the devices and the historical practices of Paul Veyne. Stuck as affirmative and connected to the roster of contemporary educational policy action, PARFOR despite having driven in-service training, the subjects that are part of it are still targeted by disciplinary and curricular requirements prominently generalists, paradoxically described in pedagogical project of the Education Course and Course Plans as interdisciplinary training strategy of teachers. Concomitant to this, subjects are subjectified by becoming a minority due to the structural model that the policy was architected by exercising their power for practical resistance. According to the practices analyzed in this study, PARFOR - Campus Education of Bragança / UFPA is manufactured by historical plots of subjectivity , which are supported both in govenamentalidade as for biopolitical strategies driven curriculum that forge devices while they are forged games by knowledge-power resistance.