Navegando por Assunto "School"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
O currículo pós-crítico: uma experiência na escola de ensino fundamental em Vitória/ES
(Universidade Federal do Pará, 2020-09) SANTOS, Raquel Amorim dos; SILVA, Rosângela Maria de Nazaré Barbosa
This study aims to analyze the understanding of the curriculum in a post-critical perspective by students of the Elementary School of the Municipality of Vitória-ES, emphasizing the challenge of the school, in its constitution process in relation to the social construction and valorization of culture, capable of guide pedagogical practices to recognize the differences present in the school context. It was intended, by means of an exploratory study with a qualitative approach, to discuss thematic content of the post-critical curriculum, using focus groups data collection and analysis of official school documents. We conclude that the reproduction of differences happens implicitly, distancing what is proposed in school documents and what is performed inside the classrooms by teachers.
Acesso aberto (Open Access)
Fabricações de gênero na Amazônia-Brasil: estudo de caso em uma escola pública de Manaus-AM
(Universidade Federal do Pará, 2020-12) SILVA, Dielly de Castro; SOUSA, Jheime Matos de; SILVA FILHO, Mílton Ribeiro da
This article aims to find out which representations of gender, which means to be a boy or being a girl, presented by students of the first year of high school at the State Public School Márcio Nery in Manaus, seeking to fundamentally understand how it operates based social relations gender and see how these students experience gender roles. The survey was conducted through semi-structured interview, based on the screening of a short film entitled "Gender at school" in a sociology class. From the analysis of the interviews it was found that gender issues guide the social areas of student, family and school. These, as social institutions play roles to play and reiterate gender norms. Students also reproduce what is meant, culturally, to be boy or girl, resulting in unequal system which exalts those who obey the social standards and follow the construction of what is to be boy or girl and reject those who misrepresent binary male / female system or practice actions defined as not consistent with the genre it belongs to.
Acesso aberto (Open Access)
O que é literatura? Leituras dentro e fora da escola
(Universidade Federal do Pará, 2014-12) ARAUJO, Mayara Regina Pereira Dau
This paper discusses some conceptions of what is considered as literature, aiming to illustrate how the subject is controversial and contentious, realizing that this difficulty setting also comes to schools and makes teachers commit mistakes considering only some works as literature while excluding others, among them, those that are part of the repertoire of students' reading, thus hindering the process of educating readers and not providing the opportunity for contact with a variety of books for young people leaving to take into account the particular reading preferences these learners.
Acesso aberto (Open Access)
Saberes de infâncias e a formação de professores indígenas
(Programa de Pós Graduação em Educação da UFMT, 2017-08) ALENCAR, Joelma C. P. M.; PARENTE, Francilene de Aguiar
The present text aims to address some of the problems that involve the offer of Early Chil-dhood Education to the indigenous schools in the State of Pará. As methodological proce-dures, a bibliographical survey and empirical data of the indigenous school reality were used. The conclusion points the need to con-sider indigenous learning processes in school practices, as well as to deal with infant edu-cation in the training of indigenous teachers, so as to take into account the specificities of indigenous children and the social project of each Indigenous people, according to a right in the 1988 Constitution.
Acesso aberto (Open Access)
Subsídios teóricos e reflexivos sobre a relação família-escola no contexto educacional brasileiro
(Universidade Federal do Pará, 2014-08) LOBATO, Vívian da Silva; SANTOS, Graciete Costa dos
This article entitled ‘Theoretical and Reflective Subsidies on Family-School Relationship in Brazilian Educational Context’, was drawn from academic inquiry, which triggered the search for reflections relevant to the themeof the work. To base their discussions aimed to work through this as follows: to analyze from theoretical context that involves the family-school relationship nowadays the Brazilian educational context. We chose to conduct a literature search, the dimension of which allowed readings could serve as bases for the construction of knowledge aimed at the focus of the work. Finally, the results indicated that the family-school relationship should be part of one of the guidelines that trigger pedagogical school, thus aiming to nurture the children, young people and adults participate actively in the learning process resulted from participation by the family school during school life.