Navegando por Assunto "Professores"

Agora exibindo 1 - 20 de 89

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A escola como espaço de formação continuada de professores: o caso da Escola Cidade de Emaús, Belém/Pa
(Universidade Federal do Pará, 2004) BARROS, Maricilda Nazaré Raposo de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
In this research, I have perspective, contribute for the discussion of the continued formation of teachers centered in school, having as locus of research the School City of Emaús, in Belém/Pa. With the purpose to knowing the process of continued formation taken place in this school it analyzes primary documents of the Institution, that deal with its philosophy, of the social statute of the maintainer entity, of the politician-pedagogical project, among others and interviews with 06 diligent teachers of this experience who had started to participate of the school space in elapsing of the considered period, in which if it includes author and its proper memories. For the reconstitution of the process I used the narrative research, looking for evidence the implanted partner-pedagogical experience since the decade of 1980 that it is configured since than, as one other/new proposal educational up to 2003. Considering for the study of the process the following axles of analysis: the formative organization of space and pertaining to school time and actions in the school, considering there the collective work, the production of didactic materials, the politic social involvement and the activities done in the district. I discuss the advances and limitation of the continued formation of teachers centering in the school and I search to point out ways to the construction of the necessary teacher to proposal of a politician-pedagogical project to this educative space, it still looks, to join technique ability to the commitment politician. This formation must assure the permanent confirmation and evaluation of the philosophy assumed by the school, as well as all theoretician-scientific recital of the work developed there, materialize the actions from the proper experience of a collective work. This formation therefore, acquires an essential character of the pertaining to school community. I also think, that from an interior politicianpedagogical project, in fact, for the diverse segments of a pertaining to school institution there are greater conditions, so that if it constructs a central axle to the continued formation of teachers, who are just integrant part of people who must concur for the same purpose. I believe the school that possess a politician-pedagogical project, compels it to the necessity of forming responsible human resources for its development.
Acesso aberto (Open Access)
A formação continuada nos discursos de professores da educação superior: a experiência da UFPA e do CESUPA
(Universidade Federal do Pará, 2007-03-29) FERNANDES, Roseane do Socorro da Silva Reis; BERTOLO, Sônia de Jesus Nunes; http://lattes.cnpq.br/7964798599222061
This is a research developed in the field of the teacher's continuous formation and discusses about the meanings that the teachers which work in the superior education give to the continuous formation and it focalizes the opinions of the teachers that participate in the groups of formation in the Federal University of Pará (UFPa) and in the University Centre of the State of Pará (CESUPA). The empiric material produced based on the documental analysis and the interviews were analysed supported on the national and international bibliography which have a critical perspective about the teacher's work when the authors make a detailed exam about the teacher's profession. This study make reference to the comprehension about how the teachers faces the experience of formation in these two institutions, the effects that the models of the continuous teacher's formation have in their personal and professional development, emphasizing the senses and the interests announced by them. We have evidences that the teachers search for learning when they valorize the access to the formative courses, specially to the contents that can help them on their pedagogic practice. After this study, I could see that the continuous formation is a heterogeneous arena, not unified and have many purposes. We cannot give to the this formation a redemption ideia, imagining that with these courses the teachers will learn to make everything different and correctly, but as an intervention with a critical perspective about the pedagogic practices and that helps to re-construct permanently the personal and professional identity of the teachers in mutual interaction.
Acesso aberto (Open Access)
A formação de professores de química na UFPA: a história de um curso de graduação e sua evolução curricular
(Universidade Federal do Pará, 2004-03-01) MACHADO, Jorge Ricardo Coutinho; CORDEIRO, Luiz Acácio Centeno; http://lattes.cnpq.br/3737752474189702
This work is a study about the chemical teacher's formation course in UFPA, telling your story starting of your curricular designs in your 30 year of life and put this story in bigger context of building of the modern science. The study goes on analising, by specific literature, the politic pedagogical project recently approved in Colegiado of this course, with the objective of to detect possible advances and conclude, starting of the backgroud described by the history of the course and by present moment, answering the question: in according with the modern society demands, how to compose, today, a chemical teacher? The search methods used in this study was interviews, by semi-structured methods, and search in books and documents, with bigger emphasis in this last method.
Acesso aberto (Open Access)
A formação para a cidadania em discursos de professores de física
(Universidade Federal do Pará, 2006) ALENCAR, José Ricardo da Silva; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
We investigate the speech of physics teachers about the citizen formation. This formation has been become as an important Educational Goals for the last years. The Educational Laws and Parameters and the Researches in Scientific Education have been focused to the formation of citizens. Such characteristics are in the school speech and they are influencing the protagonists of the educative practices. Thus, we investigate on teachers' conceptions and proposals about the Formation for the Citizenship. We reflect on its ideas over teaching physic focused to scientific literacy for all citizens, thus, we bring as subject in this investigation the speeches of professors of Physics. So, we choose three teachers' Physics with criteria that they are concerned with the innovation of this discipline. Thus, such teachers had been interviewed and, from their speeches, we use as methodology the Qualitative Analysis of Text. We use this methodology which took us to the debate of aspects as the conceptualizations that the teachers have about citizenship, the relationship they infer between the teaching Physics and the scientific literacy, as well as of factors that influence or could influence for a transformation in the way to conceive a Scientific Literacy. So, we can infer: the Physics is conceived by the teachers as an important factor in the life of a citizen: they believes that there is an intense relationship between the contextualized scientific knowledge and the formation of critical sense of the citizen and express positions that are scientifically and technologically informed; there is an approach between the speeches of these teachers and the one in the Education Documents and new Parameters in Scientific Education; the inefficacy of initial formation of these teachers for teaching practices what makes impracticable proposals and alternative strategies to the citizen formation. Thus, based in our analysis, the results of this research in takes us to infer that for an effective implementation of the Scientific Education focusing scientific literacy in high schools, a turn point, by the professors, must be did: the rupture with Traditional Education and a epistemological and pedagogical turning of the Physical Education. Moreover, to include in teaching physics the formation for praxis citizen based in scientific and ethical knowledge, as well as the daily citizen practice of express opinions and action in society.
Acesso aberto (Open Access)
A minha vida seria muito diferente se não fosse a matemática: o sentido e os significados do ensino de matemática em processos de exclusão e de inclusão escolar e social na educação de jovens e adultos
(Universidade Federal do Pará, 2006-04-18) RODRIGUES, Ana Maria Sgrott; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
The present inquiry deals with a case study which is concerned to the students of a public school as part of a special program of Young and Adult Education. Such students were registered in 3rd. and 4th. stages of that program, whose curricular format corresponds to the four last series of Junior Basic Education. These stages concentrate matter, space and time in order to develop four school years in two. The school is located in a geographic area occupied by slums whose community lives in a real condition of social exclusion. That region sits close to two public important universities. Young students as well as adults in that context were studying in that school just because they lived a school trajectory marked by social obstacles and other impediments to study and work at the same time, so that they could not improve their schooling grades without interruptions that had hindered them to conclude their Basic Education. For these reasons I aimed to investigate what kind of elements in Mathematics Education can contribute successfully for the desirable inclusion of these students in schooling regular activities, as well as elements that create effective exclusion of school as a phenomenon that inversely acts in order to give feedback to the inevitable process of social exclusion of those students. So, I assumed the construction of this inquiry in a narrative way related to the particular context of that school, while involving and interacting with the subjects of this research, which are students, teachers and other employees of the school. I considered their life stories and the way they consider the pedagogical events in their school living, especially those related to Mathematics Education. Therefore, I aimed as objectives of this research to produce other directions, other relations and nexuses that could answer 'how ' and ' why ' the considered criteria of analysis contribute to bring out the process of schooling either inclusion or exclusion. These analyses make possible to evidence the terms of imminent exclusion, detached either by the school indifference or by the teachers misformation to teach those students. Besides that I noticed the disrespect for the life-history of the students that distorted a clear pedagogical vision when it is supposed "adequate curricula summary" and "equality of chances" in the comparison of the former excluded students with the legally said as students in regular education".
Acesso aberto (Open Access)
A valorização do profissional da educação e a carreira docente: a experiência do Governo de Frente Popular em Belém do Pará
(Universidade Federal do Pará, 2008-03-28) LUZ, Sílvia Letícia D'Oliveira da; MAUÉS, Olgaíses Cabral
The Statute of the Education Profession which rules the career, and therefore the functional life of Education professionals, is the theme of this research intended to analyze policies on teacherscareer as well as their implications in the development of teacherswork, in the municipality of Belém (State of Pará, Brazil), from 1997 through 2004. This time period is relevant to the research for the city of Belém was under the administration of a self-nominated peoples government which will be called Popular Front government for the purposes of this study. The Popular Front government program brought forward the valorization of Education professionals, stressed the guarantees established in the Statute; at the same it time was pressured by those professionals demanding the government to enforce the Statute, specially teacherss rights therein stated. In order to analyze the policies issued by such government within the mentioned timeframe, we should understand, on the one side, the macro context within which the crisis of the capitalist system occurs and shapes reality; the insertion of Brazil in this reality and context; and the counter-reforms carried out in the Brazilian State designed, oriented to help overcome that crisis. On the other side, to understand the conceptual framework, and the role of a Popular Front government; the influence of the counter-reforms upon its policies; its political and economic stands concerning management. In this way, we expected to construe the effects upon teacherswork from the dynamics of those factors, in Belém. Therefore, specific research objectives were defined, namely: (1) to identify the consequences of the systemic crisis of capitalism, and those of the States role upon teacherslabor; (2) to analyze the counter-reforms of the Brazilian State from 1990 on, and its effects upon teacherswork; (3) to identify some characteristics of the Popular Front government, in Belém, as well as its program prospects regarding valorization of Education professionals; (4) to assess both the policies made by such government, and the outcomes of its implementation related to the teacherscareer in Belém. We departed from a historical analysis of the phenomenon under investigation based upon the theoretical support of selected authors, mostly Antunes (1995; 1999; 2004), Brzezinski (2007), Chesnais (1996), Engels (1977), Enguita (1991), Lênin (1986; 1986a), Marx (1980), Maués (2003; 2005; 2006), Moreno (2003; 2003a), Oliveira (2003), among others. Besides, we resorted to a number of legal and governmental documents, as well as to pertinent publications issued by two labor unions, namely the National Confederation of Workers in Education (CNTE) and the Union of Workers in Public Education of [the State of] Pará (SINTEPP), that helped to analyze the chosen categories career, remuneration, teachers education, and working conditions in the schools environment. Data and information were obtained also from empirical research, in order to sense, within a contradictory set of relations, the policies affecting teachers career, the popular front government, and the teachers organized movement. For this purpose some Education professionals were selected for semi-structured interviews, on the grounds of functional as well as political criterea; as for the functional ones, seven professionals were selected, one of them having a coordination position in the Municipal Department of Education; as for the political criteria two Education professionals participated in the research who held leadership positions in the SINTEPP. The literature review, and the methodological procedures mentioned above allowed for the conclusion that the enforcement of the Statute of the Education Profession, specally the teachers rights stated in it, and due, assured by law, would make it possible career development and valorization, mainly with respect to salary, education, and working conditions. The period of time examined was marked by effervescence in both labor and political terms as Education professionals chose to struggle for their rights boldly challenging a progressist government.
Acesso aberto (Open Access)
Ação e raciocínio pedagógico de professoras de enfermagem: expressões em diferentes contextos educacionais
(Universidade Federal do Pará, 2018-08-27) MENEGAZ, Jouhanna do Carmo; BACKES, Vânia Marli Schubert; MOYA, José Luis Medina
Objective: to report sources of knowledge base for teaching, categories of knowledge base for teaching and phases of pedagogical reasoning and action of professors of higher education in Nursing in public and private universities in the South region of Brazil. Method: t collective study of instrumental cases with a qualitative approach. The cases involve the pedagogical reasoning and action of two professors of Nursing. Data collection incorporated documents, interviews and observation analyzed using the constant comparative method. The analysis gave rise to two metacategories, termed public case and private case, and their transversal axes: relationships between sources and knowledge base for teaching, relationships between categories of knowledge base for teaching, and relationships between knowledge base for teaching and the Model of Pedagogical Reasoning and Action. Results: there are distinct relationships between sources, knowledge base for teaching and phases of the Model in the cases’ pedagogical reasoning and action. Conclusion: emphasis is placed on hierarchization and linking in the relationships between Shulman’s constructs and encouragement to reflection, and broadening of the sources of knowledge base for teaching as a source of lecturer training is suggested.
Acesso aberto (Open Access)
A ação pedagógica de professores ribeirinhos da Amazônia e sua relação com a concepção freireana de educação: um estudo do Projeto Escola Açaí em Igarapé-Miri/PA
(Universidade Federal do Pará, 2012-05-31) GERONE JUNIOR, Acyr; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The current research investigated the way how river people teachers, who work with the Açaí School Project, in Igarapé-Miri/PA, develop their pedagogical performance, and if these practices are related to Freire’s assumptions of education. The methodological option is based on qualitative research, configured in a case study with questionnaire application, documentation analysis and interviews for data collection with river people teachers. In the study, theoretical productions which focus on pedagogical practices from Paulo Freire’s ideas were used, along with other references that search the Amazon River people context in relation to socio-educational and cultural aspects. The results of this work showed that the pedagogical performance developed by the Açaí School teachers is grounded in Freire’s conceptions, in such a way that these performances are close and adequate to the river people reality, pointing out the knowledge, the culture and the experiences of these populations, restoring and assuring the cultural values of these subjects who live in the Amazon Region. It also proved that the pedagogical performance allow socio-educational inclusion of river people students’ families to take place into several community activity projects, through cultural elements related to Amazon river people context.
Acesso aberto (Open Access)
Análise praxeológica de conexões entre aritmética e álgebra no contexto do desenvolvimento profissional do professor de matemática
(Universidade Federal do Pará, 2012-11-16) PEREIRA, José Carlos de Souza; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798
This study is an autobiographical narrative research that demonstrates the analysis of my praxeologies, in the context of my professional development, as a mathematics teacher. The focus of the analysis falls on the various praxeological conflicts I have faced in the classroom during the elaboration and application of an educational proposal for teaching polynomial operations to students in the 7th grade (1st year of junior high school). In this study my intention was to answer the following question: Which connections between arithmetic and algebra determined my praxeologies during the educational amplification I developed, to teach the addition, subtraction, multiplication and division of polynomials, in the 7th grade of fundamental education? In order to analyze my own praxeologies through the educational proposal I elaborated, I used the Anthropological Theory of the Didactic (ATD) of Yves Chevallard as the main theoretical reference. The analysis I made of my own praxeologies involved the system of decimal numeration, fundamental arithmetic operations, polynomial operations, types of tasks and techniques, the cognitive universe and praxeological equipment. The results show that my personal relations with types of ostensive and non ostensive object sand the types of tasks and techniques present or not in the educational proposal I elaborated, reveal which past and present praxeologies made up the different moments in my professional development as a mathematics teacher. In this sense, before graduation I lived the praxeologies of a lay teacher, during and after my specialization my cognitive universe went through praxeological conflicts, revealing that the institutional subjections shaped my praxeologies for teaching polynomial operations.
Acesso aberto (Open Access)
As representações sociais sobre o ensino de psicologia da educação e suas contribuições para a formação do educador
(Universidade Federal do Pará, 2006-08-18) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This works intends to study the social representaions os licentiaship courses of Universidade Federal do Pará about the teach of Psychology of Education. This study is based in the theorecal-methodological reference of social representations (moscovician reference os Social Psychology) to analyse the prodution of meanings, that are partake by students, about the teach of this discipline at UFPA (campus of Belém). By support of this theory, we begin thinking that knowledg are produces and elaborated, in the common sense, in the division social groups and orient thinkings, feelings and actis of these groups. Seventh students, that made the dispcipline, of six licenciateaship courses of UFPA Belém, participated in this study. We used in the basis collection two differents: the questionaire with mixture questions and the technic of focus group. The basis passed by a quantitative and qualitative treatment based in the statical analysis ad content analysis of Bardin (1977), what possibilited us to verify that social representations fo students, about the teach of Psychology Education, are in common meaning of this way: the students show that discipline has add with psychological knowledges (psychological theories, learning and development process) that can be applied to pratice of education; they consider teach of Psychology Positive, but they feel the deficiency of articulation between the contents od discipline, the educational reality, the courses specicific contents and the realtion between pedagoci theory and pratice. These basis about the teach of Psychology shows that discipline can contribute much more to formation of teachers, articulating of integrate way the dimensions of learning-tech process that are the content os Psychlogy of Education, in the way of pedagogic work and in the objective of to form teachers, These social representations of etudents are important because gives support to reflections, debates and propositions about the teach of Psychology of Education in the licenciatechip courses of UFPA.
Acesso aberto (Open Access)
Caracterização das pesquisas sobre eficácia coletiva docente na perspectiva da teoria social cognitiva
(Universidade Federal do Pará, 2016-03) RAMOS, Maély Ferreira Holanda; FERNANDES, Ana Patrícia de Oliveira; PONTES, Fernando Augusto Ramos; SILVA, Simone Souza da Costa
Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.
Acesso aberto (Open Access)
A carreira docente na rede municipal de ensino de Belém-Pará sob a ótica dos professores
(Universidade Federal do Pará, 2014-08-22) FARIAS, Adriana de Jesus Diniz; GEMAQUE, Rosana Maria Oliveira; http://lattes.cnpq.br/2993304230836305
This study addresses the Teaching Career in Municipal Education Network Perspective on Belém teachers. We sought to answer the following questions: How do teachers assess your career? It is an attractive career? The study's general objective: to analyze the careers of teachers regarding the attractiveness from the perspective of some teachers, from 1991 until 2014. And as specific objectives: a) to analyze the Statute of the Municipal Education Network for Teaching Belém and related laws regarding the movement, encouraging the formation, working hours, working conditions and remuneration; b) systematize the educational policy of the municipality of Belém in regard to career teachers ; c) analyzing the views of teachers about their career. For the research a literature review on faculty compensation and career was made. An analysis of the career of teachers from the Statute of the City of Belém Teachers (Law No. 7.528/1991) and related laws was also performed. To grasp the perspective of teachers interviews with teachers and representatives of SINTEPP were performed. The survey concluded with regard to the movement that RMEB career is not attractive, since in practice the functional progressions were never effected. In regard to encouraging the formation, it was concluded that the normative field RMEB offers attractive because it guarantees paid leave for improvement and payment of bonuses. With regard to working hours, we can conclude that according to the testimony of teachers, the composition of the journey is not attractive element, because there is not enough time to prepare their classes or perform other important activities within the time period required for Time activity. Regarding working conditions it is concluded that they are inadequate, especially with regard to the physical and material conditions of educational units and do not constitute the attractiveness of career factor. Regarding the remuneration we may consider that it does not translate to attractive career factor, given that remuneration is constituted mostly of bonuses. Therefore, we can conclude that teachers of RMEB does not consider its attractive careers.
Acesso aberto (Open Access)
Civilizar a nação pela instrução pública: formação de professores e ensino primário no Pará (1891-1909)
(Universidade Federal do Pará, 2015-08-07) COSTA, Edivando da Silva; LACERDA, Franciane Gama; http://lattes.cnpq.br/1007392320101957
This paper discusses teacher training for primary education in Pará, during the early years of the republican regime. In this context, education, according to the political and intellectual republican authorities, it would be one of the mechanisms for building a society that was intended to: modern and civilized. Analyzes, thus, the formation of professors and teachers, social subjects that would be responsible for the education of future citizens of the country, as well as a bit of teaching in primary schools. It has been as a research focus on the education received in the Normal School of Belém do Pará, for the training of teachers, and also the training that they should pass on in schools to their students. We understand that this is a process in which were present different formations and resistance and conflict.
Acesso aberto (Open Access)
Concepções cotidianas e científicas sobre competição na educação de jovens e adultos
(Universidade Federal do Pará, 2006-09-29) GOMES, Jeedir Rodrigues de Jesus; ALVES, José Moysés; MAGALHÃES, Luiz Marconi Fortes; http://lattes.cnpq.br/6032076996211936
This study intends to comprehend the role performed by the occurring classroom environment interactions along the process of construction of individual concepts for competition. I have proposed for the present investigation: the characterization and comparison of competition conceptions already attained by every student before and while and after they attended at Ecological Interactions classes; the analysis of some students concepts construction process from the classroom interactions among students themselves as well as between students and the teacher; the comparison of the students previous conceptions, in different moments; the analysis by comparison of the different written answers to all presented questions; evaluation of the interactions contribution to the conceptual elaboration expressed by four students in one of the groups, considering the mutual interactions among students as much as the interaction occurred among students and myself as a Science teacher, along a given didactical sequence. The analysis of the answers to the first questionnaire (preexamination 01) provided material for a second data collection instrument (preexamination 02). The answers to that second questionnaire were arranged in different categories and then compared to the answers given to a third questionnaire (pos-examination 02). The study took place along Science lessons offered to a thirdlevel EJA (Portuguese acronym for Young and Adult Education Program) group of students, in a given State Elementary School. The whole group comprised sixteen students which were involved in every step of the investigation process. From that group there were nine female and seven male students. The classroom events were videotaped and also recorded on audio common tapes. After transcriptions, the analysis proceedings took as a criterion for the selection of valid episodes, the way by which in distinct moments (individually first, then in spontaneously-formed groups, then recombined groups, and individually again) four individuals, from the recombined group 1, constructed individually or during teacher-students-teacher interactions a consensual written answer to the following question: By comparison of the different video scenes shown to you, do you think are there any similarities among the different animal relationships you observed in the scenes? Why? The results brought forth evidences that: from the whole group of sixteen students who took part in every step of the process, nine individuals showed improvement on their previous conceptual profile and seven individuals presented final answers to be ranked under the same category as their initial answers. From those seven students, three of them had their answers ranked under advanced-D category; two individuals, under intermediary categories B and C; and the two last ones, under A category, the farthest category away from a competitions scientific conception. The four selected students proved themselves able to come, after all, to an acceptable generalization to the proposed question, starting from explanations sometimes founded on generalizations or on explanations which comprised theoretical expressions, with or without conceptual apprehension, so proving that they absorbed or processed differently the elements presented in the answers given by the groups of which they were part.
Acesso aberto (Open Access)
As condições de vida no trabalho e a saúde de professores de educação física do município de Belém
(Universidade Federal do Pará, 2010) FREITAS, Rogério Gonçalves de; ALBERTO, Maria Angélica; http://lattes.cnpq.br/6573765054270368
This investigation had the objective to analyze the work and health conditions of the physical education teachers from city of Belem State of Para. For this, it was necessary to understand how the health of these teachers was affected by the precariousness of work processes in the contemporary capitalism. It was organized a theoretical framework to support the debate in question. Initially it was refered to the 70‟s capitalism crisis, which it was characterized as the Oil crisis. In the second moment, it was emphasized the policies of economical and political adjustments that reflected in the basic structure of the education functioning. The reordering capital demands modifications in understanding the education‟s role of a country, so it was showed how the most general policy affects Brazilian‟s education and teacher‟s life. It was in this budge that was analyzed, through the data found during the field research, the work conditions of these teachers having as variables workday, salary, number of classes, workplaces, etc. Finally it was analyzed about the teacher‟s health, indentifying the main problems such as diseases, work accidents, the relationship they have with the health insurance offered by the city hall, frequency of visits to the doctor, etc. This study was applied 22 questionnaires, 11 females and 11 males. From the 11 female teachers, 2 had participated of the interview. As results of this investigation it was possible to infer: a) the precarious work process of the physical education teachers had been showed extremely clear and with consequences for the life and health of these teachers; b) the violence phenomenon in the schools is a fundamental part of the precarious work process of the teachers; c) speech-language problems were the most visible one, besides mental illness. Through reading other searchers about the precarious work and health condition, it is possible to conjecture about this issue; e) The biggest occupational disease rates refers to female teachers, ratifying that in the precarious world of work this trend of illness is prevalent. It is concluded that is necessary the creation of autonomous spaces for reflection and action about the theme of teacher‟s work and health inside the public schools. But first, it is necessary to think the possibility of the formation and construction of militant teacher, which it can be the subject of these transformations. Then, it is the teacher‟s work as historical subject for the process of necessary rupture of the capital in crisis.
Acesso aberto (Open Access)
Crenças de mães e professoras sobre o desenvolvimento da criança
(2011-04) BAHIA, Celi da Costa Silva; MAGALHÃES, Celina Maria Colino; PONTES, Fernando Augusto Ramos
Studies have shown a link between the way the adults think and the forms they become related with the children. This study had as objective to know the mothers and teachers' beliefs about the development of the child who frequents the day-care center to identify if the beliefs had characteristics of abilities or dysfunctions. Twenty-eight adults had participated in this study (16 mothers and 12 teachers). To collect the data it was utilized the focal group and to interpret them, the analysis of the content. The results had pointed that the participants have the same belief (environmentalist) about the development, but have different conceptions about the direction where the familiar context and/or of the day-care center influences in the development. The analysis indicates that the initial and continued formation of the professionals needs to contemplate specific aspects of the children development so the more adjusted beliefs can be constructed and shared with the families of children who frequent collective environments.
Acesso aberto (Open Access)
Os critérios de movimentação na carreira de professores da educação básica em estados da Região Norte do Brasil
(Universidade Federal do Pará, 2017-05-04) CARNEIRO, Ana Paula da Silva; GUTIERRES, Dalva Valente Guimarães; http://lattes.cnpq.br/3309392796628506
The present dissertation deals with the configuration and criteria for the career movement of teachers of basic education in the state education network of Acre, Amapá, Rondônia and Roraima, considering the peculiar condition of these States, originally Federal Territories. Through documentary study the criteria of career movement were analyzed in order to identify possible signs of attractiveness and incentives to remain in the career of basic education. The study started with the following questions: How has the career structure in the state education network been configured in the states of Acre, Amapá, Rondônia and Roraima? What are the criteria for moving teachers' careers defined in the State Education Networks Plans of these states? Do these criteria provide attractiveness and incentives to stay in the career? When, in the Federal Territories, the career plan of basic education teachers in these places was unified and presented as the main criterion for career movement the length of service, while the qualification was considered as a secondary criterion, which corresponded to the career of the Traditional type. When the Federal Territories assumed the position of states of the federation, the career of teachers also changed, assuming signs of a professional career, in line with changes in the Brazilian legal system. The capitalist crisis and the redefinition of the state's role since the end of the last century have led to new premises for the management of the public service such as performance evaluation, meritocracy and accountability. The configuration of the career paths of these states begin to assimilate such premises. The performance evaluation takes center stage to the detriment of the time of service as a criterion for the movement in the career of the teaching profession in the states surveyed. Although the criteria for career mobility are in line with national guidelines, in a few states they are effective, which does not contribute to attractiveness and career permanence. However, there is a process of permanent struggle of the teachers in their organizations for the implementation / effectiveness of the Career Plans in the researched states, signaling that there is still much that advances towards the appreciation of the teacher.
Acesso aberto (Open Access)
Desenvolvimento profissional de professoras de matemática em Araguaína-Tocantins: cruzando caminhos, rompendo barreiras e fazendo história
(Universidade Federal do Pará, 2005) COSTA, Roseli Araújo Barros; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
The objective of this study was to investigate how happen the professional development of four Math's teachers who work at the State Public Net in Araguaína-Tocantins. To understand the teachers'professional development process, the qualitative research was adopted as method, with narrative approach, interviews on the basis of semi-structuralized. Based on a concept of professional development in a continuous perspective approach, idealized in a large context of the teaching work, through crises, conflicts, sorrow and disillusions, the study evidences, in the context of the gotten results, that the multiple experiences lived for the four teachers all consist main base of its professional development. For intermediary of this study, it was possible to perceive that the teachers had lived deeply changes in its professional passage, and that these, to if transforming, had been modifying its conception and position ahead of the practical knowledge and the pedagogical one. Such change was not given without study, crisis and conflicts, reflection, Me and the other, running and taking risks.
Acesso aberto (Open Access)
A dimensão afetiva nas representações sociais de docentes da pós-graduação em educação
(Universidade Federal do Pará, 2014-02-24) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study addresses the affective dimension in the social representations of teachers of postgraduate education, specifically the teaching of the Graduate Programs in Education at the Federal University of Pará and the University of the State of Pará The objective of this investigation was to examine the constitutive processes of social representations of teachers on PPGEDs of affection, to elucidate the implications in their work. It is a study focused on psychosocial processes, ways of knowing, know and feel the resulting constructions and shared among teachers acquisitions, from interactions with others in their work context. The theoretical approach we have adopted the Theory of Social Representations of Serge Moscovici (1978) referenced in the procedural approach developed by Jodelet (2001) and collaborators. About affectivity in embasamos the assumptions of Freud and Wallon, they conceive affection as an essential dimension of human development, which is from the affections and affective relations, subject to feelings of ambivalence. Affect and are affected by love, hate, envy, joy, pleasure, loneliness, fear, fraternity. It is a qualitative and quantitative research that sought to understand the senses and meanings attributed by the teachers surveyed. The instruments for data collection were: an online application form and interview deepening. The characterization of the participating teachers PPGEDs and issues related to affection and teaching work were analyzed using SPSS software, and the information from the interviews were subjected to content analysis according to Bardin (1977), Franco (2003) and Birth (2002). From the thematic analysis of the speech of the teachers found the existence of three dimensions that organize the RS group studied, namely: cognitive, ethical and political, relational and affective. These two central dimensions structure trends objectivations and anchors the representations of teachers of PPGED UFPA and UEPA on affectivity. The first indicates a strong tendency to reframe the social representations of teachers in affectivity. These images reveal senses and settled on sharing, dialogue, respect for teachers among themselves . The second trend indicates that social representations of teachers are anchored in the rationalization of psychosocial processes on affectivity, ie, the reified universe. In this trend, the subgroups of interest from their opinions, beliefs and ideologies prevails. These two trends imply distinct affective relationships in their work in postgraduate education. We find that the dynamics surrounding the affective dimension in relations between teachers in graduate programs in education contributes to the maintenance and / or renewal of the social representations shared and communicated these academic contexts.
Acesso aberto (Open Access)
E o professor envelheceu! Breves relatos de professores municipais em processo de aposentadoria, Igarapé-Miri
(Executiva Paraense dxs Estudantes de Pedagogia, 2018-07) TEIXEIRA, Tatiane do Socorro Correa; PROCÓPIO, Maria Gorete da Cruz