Teses em Educação (Doutorado) - PPGED/ICED
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2736
O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).
Navegar
Navegando Teses em Educação (Doutorado) - PPGED/ICED por Título
Agora exibindo 1 - 20 de 127
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) O adoecimento dos trabalhadores docentes na rede pública de ensino de Belém-Pará(Universidade Federal do Pará, 2014-06-16) REIS, Maria Izabel Alves dos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494This thesis investigates the illness of teachers working in elementary education from Public Education Network in Belém - RME in Pará State, from the educational reforms implemented in the period 2005-2012. The overall objective consisted in analyzing the causes of illness of teachers in Public Education Network of Belém RME, noting the following specific objectives: to analyze educational policies of RME; identify the effects of educational policies and their relation to the illness of the teacher; analyzing the working conditions of teachers; identify the occurrence of intensification and casualization in teaching and possible relations with the illness. The survey was conducted in two stages: the first stage was the realization of literature to better understand the topic. To understand the concept of Work, World of Work, Work, Work and Education Market studies were performed in authors such as Marx (2006), Alves (2010); Antunes (2006), Frigotto (2003), who bring a deep understanding of the subject matter, why are references for analysis in historical-dialectical perspective. On Educational Policy and Teacher Labor, has been taken based on studies of Oliveira (2003); Maués (2006); Shiroma et al. (2007) and others. The authors used to discuss health and illness in general and school were: Bravo (2010, 2011), Codo (2006, 2010), Was (1999), Benevides-Pereira (2006), Minayo (1998) and others. The second stage of construction of this thesis was to field research that served to supplement and clarify questions and doubts about the object of study, structured and semi-structured interview questionnaire being used and the third stage is configured in the definition of categories, from research field. This phase has been characterized by decomposing texts into units, reclassifying them for reunification and was performed in three steps: a preliminary analysis, which consisted of the organization of the material, the exploratory analysis, consisting of coding and classification, and finally the treatment of the results and interpretation, which focused on tabulation and application of descriptive and analytical techniques of data. The survey results indicated that the causes of illnesses in RME are related to: a) working conditions in its broad sense, indicating the existence of processes of intensification and casualization of teaching; b) policies for continuing education requirements with steep grades rating in the Index of Basic Education Development - IDEB; c) the existence of teacher malaise, corroborating the wear and low job satisfaction.Item Acesso aberto (Open Access) Alternância pedagógica na formação do educador: contribuições da licenciatura em educação do campo a partir da Unifesspa(Universidade Federal do Pará, 2019-03-01) FARIAS, Maria Celeste Gomes de; HAGE, Salomao Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016The thesis aimed to identify and analyze the contributions of the Pedagogical Alternation developed in the Course of Licenciatura in Education of the Field, at the Federal University of the South and Southeast of Pará - UNIFESSPA, for training of the educators, regarding the principles of the education of the field. The research was based on assumptions of a qualitative nature, having as instruments of data collection the documentary analysis; participant research; semi-structured interviews. For the data collection fifteen students were interviewed; seven LPEC trainers and two representatives of the Social Movement - MST. The organization and analysis of the data is structured in four Axes I-Pedagogical Alternation in the formation of the educator: contributions that Focus on the dynamics of the Schools, Communities of the field and University; Axis II - Pedagogical Alternation: training, work and land in the training practices of the field educator; Axis III- Pedagogical Alternation Contributions to a Human Formation, Field Educator's Policy; Axis IV - Pedagogical alternation in the formation of the educator and the Production of Knowledge based on the practices of educational research. The structure of the thesis is organized in four chapters. In the first one we present the hegemonic conceptions of formation and the counter hegemonic from the perspective of the Field Education Movement and the development of the Degree in Field Education in Brazil. In the second chapter we expose the theoretical principles of methodological of the Pedagogy of Alternation and the Pedagogical Alternation in the formation of the educator of the field. In the third chapter we present the historical social context of the Region of Southeast of Pará where it is located of UNIFESSPA we present the organization of the Pedagogical Alternation in the Course LPEC. In the fourth chapter we analyze the data structured in the four Thematic Axes from the view of the subjects of the formative process highlighting the contributions of the Pedagogical Alternation in the formation of the educator of the field. The results of the research led us to identify several contributions of the alternation. The contributions point to the materiality of the principles of Field Education as educational practices that affect the reality of schools and communities that value culture, knowledge and knowledge of the people; the alternation contributes to a formation has as formative matrix the relation with the land and the work of the subjects of the field; the contribution of alternance points to a human and political formation of the educator, as well as alternation contributes to the production of knowledge socially committed to the working class of the field.Item Acesso aberto (Open Access) Uma análise sobre os direitos humanos nas práticas curriculares da formação de psicólogos (as) da UFPA (2011-2015)(Universidade Federal do Pará, 2017-05-09) FRANCO, Ana Carolina Farias; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759This thesis had as objective to problematize the curricular practices of the training in Psychology of the Federal University of Pará (UFPA), in order to investigate how it is the produced in this curriculum the object human rights between the years 2011 and 2015. Specifically aimed at problematizing the object human rights and its relation to field of education, examining the rationalities about human rights education today; to question the ways in which the human rights object has materialized in the practices of Brazilian psychology; to analize the way in which human rights objects is present in the curriculum devices: National Curricular Guidelines for the Psychology Courses and Political Pedagogical Project of the UFPA Psychology Course; to analize the rationalities about human rights present in the academic production of the Faculty of Psychology at UFPA and the relationship with the discourse societies to which they belong. From the Post-Critical Studies of the curriculum, we consider that the curriculum should not be thought of as merely a technical instrument that educational institutions produce to organize the disciplinary contents, but as a political device that produces effects of truth and power. Thus, in our analysis, we assume that the human rights object in the formation of psychologists is produced in a political framework in the construction of the curriculum, in which the struggle for the definition of this object is linked to different fields of knowledge and practices of subjectivation. What political rationales about human rights education are in dispute today? How have the practices of Brazilian psychology approached the field of human rights? How are human rights addressed by the National Curriculum Guidelines for Psychology Courses and by the Political Pedagogical Project of the UFPA Psychology Course? How are the rights addressed in the teaching production of the Faculty of Psychology of the mentioned university and to what rationalities appear related? As an initial hypothesis, it was argued that the curricular practices of the Psychology Training, offered by the Federal University of Pará, in the period of 2011-2015, are disconnected from the national propositions for Human Rights Education in Higher Education, although a set of existing Government Resolutions and Plans and the incentive to include human rights in Psychologist Training promoted by Psychology Entities, such as the Brazilian Association of Teaching Psychology and Federal Counsel of Psychology. And yet, although it is not a transversal axis of this formation, Human Rights are an object present in the curriculum, whose emergence occurs amidst a dispute for the definition and validation of this object between the different epistemological perspectives that sustain this curriculum. As far as the methodological aspects are concerned, a bibliographical and documentary research was carried out, starting from a historical perspective, prioritizing the intersection between the tracks of the archaeogenealogical history proposed by Michel Foucault and the historical ruptures engendered by the Annales (French school of historiography). As primary sources, in addition to the literature on training in Psychology and national and international documents on Human Rights Education, we favor CNE / CES Resolution nº 08/2004, which establishes the National Curricular Guidelines for Psychology Courses; the Resolution of the CONSEPE / UFPA n ° 4.216 / 2011 that regulates the political project pedagogical of the Course of Psychology; Course Plan of the Discipline Psychology, Justice and Human Rights; the curriculum lattes of 32 teachers linked to the Faculty of Psychology and; articles published in periodicals and chapters of books produced by these teachers between the years of 2011 to 2015. In the comparison between documentary sources, it was concluded that although the Political Pedagogical Project of the Psychology Course does not present human rights education with a transverse axis of formation, this object emerges strongly in a moving curriculum. This assertion was constructed from the analysis of the expressive teaching production, we analyse that the fabrication is in the dispute for distinct political rationalities, whose effects of power-knowledge-subjectivation can both affirm the rights as processes of singularization, as well as to support the judicialization and medicalization of life through of the curricular policy put into circulation in the Course of Psychology of the Faculty of Psychology of the Institute of Philosophy and Human Sciences of the Federal University of Pará.Item Acesso aberto (Open Access) "Arquitextura dos afetos: escrileituras sobre desenhos de artistas-professores"(Universidade Federal do Pará, 2014-03-21) EIRÓ, Jorge; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513This work invests in a narrative whose proposal is to weave a writing-artist on a plastic production – professor-drawings – of professor-artists of the Faculty of Architecture and Urbanism of the Federal University of Pará. Around these common vectors (art, teaching and architecture), we notice the occurrence of drain lines which emerge from the plastic productions that cross their subjective processes. Thus, how do their drawings involve the movement of creation-formation of these artists-professors? How are the lines of artistic creation and art teaching articulated? Hence, the desire of a deferred consideration of such images, understood as lifelines of these professors-artists. The study works with Deleuze and Guattari carthography in order to explore both their artist notebooks and professors’ diaries, proposing an artist writing-reading in the form of biographems based on Barthes. This theoretical and methodological junction is the origin of the cartographems, a concept used by this author in his master’s thesis, and used again in this thesis-scripture concerning his conception of his architexture of affections. A manner of writing that runs the risk of a scripture: visual narratives of a writing-drawing (graphein), not as a critical analysis, but as a confabulation that emphasizes poetic inventiveness and artistic creation in educational writing. The Education which is sparkled by the field of creation as the production of the difference: an educreation as policy plastic, for the artist writing creates lifestyles, aesthetics of existence, artistic and poetic concepts of the difference. A thesis-scripture conceived between writing lines and drawing lines, as will of power in the immanent field of creation.Item Acesso aberto (Open Access) Avaliação da implementação das ações de enfrentamento ao abuso sexual contra crianças e adolescentes em escolas públicas de ensino fundamental do bairro do Guamá – Belém-PA(Universidade Federal do Pará, 2013-03-04) LIRIO, Flavio Corsini; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666Scholars point to the school as a strategic location to strengthen the action of coping with sexual abuse of children and adolescents. Since 2000, with the elaboration of the National Plan to Combat Sexual Violence against Children and Adolescents, public policy for the treatment of this problem has gained greater visibility and organicity in Brazil. Sexual abuse of children and adolescents is a major event recorded by Dial Human Rights (2011) and the Guardianship Councils of Belém (2010). The Guamá neighborhood - Belém / PA has the highest rate of complaints of this nature and girls are the majority of victims. This context reveals the social relevance of the problem. This thesis has as its object of study the implementation of public policy for confronting sexual violence of children and adolescents in public schools teaching the fundamental Guamá. To be able to print a contextual analysis of the research was conducted through a qualitative approach supported in the techniques of semi-structured interviews and documentary analysis. Survey data are documents relating to plans, programs and projects that government has in its scope to confront this kind of violence and are targeted to schools. Also interviews were conducted in thirteen schools in public elementary schools of district with directors or officers appointed by them. The analysis of the material was through the technique of content analysis divided the stages of pre-analysis, inferential analytical description and interpretation. Data analysis showed that: 1) policies formulated at the federal level in the area of training of education professionals and learning materials developed for the purpose of subsidizing them at appropriation of the theme not reached the schools surveyed, 2) plans / projects that have among their objectives coping with this type of violation due to problems of infrastructure and personnel were not executed as planned, 3) nine interviewees consider that there is a thematic approach to the curriculum of the schools, but not as specific content but a discussion point among other issues. The conclusion is thus that the weaknesses brought to public policy to combat violence against children and adolescents has not been implemented in the public elementary schools of Guamá - Belém / PA. Children and teenagers of compulsory school age, are the main victims of sexual violence. Therefore, the importance of integrating the school in network coping with conditions to identify and report cases of this nature. But for that, must to have that policies designed for this purpose come to school units, especially the training policy and has intersection with educational policy.Item Acesso aberto (Open Access) A avaliação institucional na produção acadêmica e suas repercussões na docência da educação superior(Universidade Federal do Pará, 2017-02-20) DANTAS, Elza Ezilda Valente; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612This thesis deals with the institutional evaluation in academic production and its effects on the pedagogical practice of the University lecturer. How does the institutional evaluation is a research object in the brazilian scientific production. Which conceptions of institutional evaluation are circulating in the productions under review and as are discussed in the light of the results found by the researchers? Which State theories circulating in productions about institutional review of higher education? What are the effects of institutional evaluation on pedagogical practice of making University lecturer circulating in the productions? I have chosen as targets, analyze the institutional review of higher education as an object of research and their effects the pedagogical practice of the University lecturer; map the conceptions of institutional evaluation present in productions; find out State theories circulating in production of researchers; identify and analyze from the productions and of the institutional reports, the effects of institutional evaluation on pedagogical practice making teacher's University teaching. The study is based on the concepts, complexus Dialogic principle or dialogia and relevant knowledge of the theory of Complexity of Edgar Morin, as it seeks to reflect the object in its complexity and complementarity. This is research supported in productions that deal on the evaluation of higher education in particular from the works of Dias Sobrinho, Denise Leite, Dilvo Ristoff, Isaura Belloni, Almerindo Afonso Janela and other authors that deals with higher education, the relationships between the State and the evaluation. The methodology focused on bibliographic and documentary research, using primary sources the theses and documentary sources, and secondary bibliographic field. The results indicated that in spite of the institutional evaluation become object of research from different areas of knowledge, being critical as a social practice, historical, complex and plurirreferencial institutional development oriented, theoretically, the productions are framed within two conceptual arrays, regulatory opposition rooted in Objectivist epistemology and the emancipatory conception on subjectivist epistemology. These opposing visions, dualistic in its political positions and ethics, are contextualised critically in a conception of State appraiser, controller and regulator in the productions. However, even with the prevalence of regulatory practices, this produces effects and contributions to pedagogical university teaching practice combining regulatory elements and emancipative through tacks, resistors and refractions confirming the complexity, the Exchange and plurirreferencialidade of evaluation.Item Acesso aberto (Open Access) A avaliação institucional na Universidade Federal do Tocantins (2004 - 2010)(Universidade Federal do Pará, 2016-05-30) GONÇALVES FILHO, Francisco; KATO, Fabíola Bouth Grello; http://lattes.cnpq.br/5914699246880638; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463This doctoral dissertation presents the research results regarding the relationship between university autonomy and the participation of university’s faculty, student body, and technical-administrative staff in the processes of institutional assessment at the Tocantins Federal University (UFT – Brazil), in the period 2004 through 2010, under the guidance of the National System of Higher Education Assessment – SINAES. The research objective was to analyze the implementation of SINAES at the UFT, in order to reveal the causes of the low turnout of the academic community in the assessment process, and its implications in the autonomy of the institution. The hypothesis was that institutional assessment at the UFT has been characterized by emptying the participation in the assessment process, for which reason it has served more the interests of the federal government and rectories in regulating and controlling the institution than the concerns of the university community. As for research methodology, case study was adopted; analyses of technical and normative documents, as well as conducting semi-structured interviews were used as data collection instruments. Results evidenced that SINAES, the assessment model adopted in the UFT, although self-declared formative, participatory, and integrative, proved to be oblivious to a broad participation of the university community, thus ineffective for the take of institutional awareness. In this way, such model has been marked by low participation, thereby jeopardizing the purposes of institutional assessment processes concerning issues like university autonomy, and community participation in such processes. The study found that institutional assessment has been conducted in a vertical form, which injures the autonomy of the institution, since it has followed, uncritically, whatever have been determined by the National System of Higher Education Assessment, and since it has been used rather as a mechanism of control and regulation than as a promoter of democratic participation within the institution, and improvement of the latter. Research findings allowed for the conclusion that a reformulation of institutional assessment policy should consider the strengthening of university autonomy, the broad participation of faculty, student body, and technical-administrative staff, as well as the improvement of infrastructure and budget necessary to the maintenance and expansion of public institutions of higher education.Item Acesso aberto (Open Access) O Banco Mundial e a contrarreforma da Educação superior Brasileira no governo Lula da Silva (2003-2010)(Universidade Federal do Pará, 2016-02-29) MOTA JÚNIOR, William Pessoa da; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494This study aims at analyzing the relationship between expressed elaborations of World Bank documents on Brazilian education and the counter-reformation of higher education system performed by Lula da Silva in the period of 2003 and 2010. It also seeks to identify and analyze the conception of higher education project by World Bank for Brazil, besides describing and analyzing the policies that are in the counter-reformation of Brazilian higher education system in Lula da Silva's Government (2013 - 2010) in the light of World Bank formulations for education in such period. To this end, it was analyzed World Bank's of official documents that deal with higher education policies in Brazil. A research on educational legislation of the counter-reformation was also conducted. It is argued that the World Bank has played a prominent role in the definition of the content of policies that composed the counter-reformation in higher education during the Lula da Silva's Government, with the aim of increasing economic opening to private capital of education sector through the expansion of private Height Education Institutes (HEIs) and maintaining of a public funding standard for this level of education that was not so expensive for the Government, driving the trend to private business on public higher education sector through the establishment of management contracts and public-private partnerships. It is also argued that the counter- reformation process of higher education has as more general causes the structural crisis of the capital system and the neoliberal reform of the Brazilian State in the context of globalization of capitalist economy.Item Acesso aberto (Open Access) Biografemática e formação: fragmentos de escrita de uma vida(Universidade Federal do Pará, 2013-04-12) GONÇALVES, Jadson Fernando Garcia; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513The present work has as research object the auto-biographems in the context of teachers formation. It analyses a set of texts of autobiographical characteristics extracted from the proceedings of the International Meting on (Auto)biographical Research – CIPA – of 2006, 2008 and 2010. The study is focused, mainly, on the notion of biographem, and on the problematization of Writing of Life in autobiographical texts of teachers of higher education – as presented on the mentioned editions of CIPA. Setting Writing of life (on its autobiographical form) as a problem, shows the changing alternatives (characterized by encounters, dis-encounters, bifurcations, links, contiguities, sinuosities, fragmentations) of a life. A written life, not as a direct and veridical correspondence with life, but as a possibility of creation, of invention of a writing of life that produce some kind of influence... Details of a life, strokes, spaces, holes, fragments that cast a spell, touch, scape from the text and get into our lives; details that produce a co-existence: joy of writing: immanent artifice of a life. This work, as an exercise of critic, does not propose an analysis of auto-biographical texts from a judicative our veridical perspective, it does not aim to criticize the object or the form of writing, but it aims to offer a collection of fragments, lines, sentences of pleasure that allow to link life and writing, a life crossing through lines of writing, a life as fault, crack of lines of writing. It also imply an affirmation, as force-idea of this thesis-experiment, of the impossibility of “imprisoning” life into an Auto-biography-destiny and proposal of a auto-biography-drift.Item Acesso aberto (Open Access) Biopolíticas de saúde mental, poder disciplinar psiquiátrico e modos de subjetivação de professoras primárias internadas como loucas(Universidade Federal do Pará, 2015-08-31) NASCIMENTO, Sérgio Bandeira do; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612The main objective of this doctoral thesis was to analyze how the primary teachers hospitalized in the Juliano Moreira Hospital, in Pará, were conceptualized as insane from relations knowledge-power instituted in that space institutionalized for madness in our state. The specific purpose is directed to reflect on the theoretical and methodological perspectives that involve the production of truth about the theme of Madness and its constitution as epistemological area of scientific production in Brazil; to problematize relations of power-knowledge that guided the production of Madness from the institutionalization of HJM hospital model in the years 1964-1984;to analyze how the official discourse of Para governments engendered by the power mechanisms of discipline and biopolitics constituted the madness treatment practices in this hospital; and analyze how primary teachers hospitalized in this psychiatric space were conceptualized as insane based on the relations of power-knowledge prescribed in their medical records. What devices is under, the thematic related to madness has been constituted as epistemological area of scientific production in Brazil based on the relations of power-knowledge? How relations know-power produced the ways of subjectivity from the Madness of speeches in Juliano Moreira Hospital, in Pará, between the years 1964-1984?How the mechanisms of power of discipline and biopolitics was constituted in official speeches of Pará governments in this period for through the analysis of Madness treatment practices in this hospital? How the primary teachers hospitalized in this clinical space were conceptualized as insane based on the relations of power-knowledge prescribed in their medical records? It is a historical and educational research under theoretical and methodological ballast Foucault's genealogy with documentary contribution in the medical records of HJM in Pará governorsmessagesof the period in question, newspapers, SESPA reports and two important journals begotten by professionals of psychiatry from Paráthe Bulletins of the Juliano Moreira Hospital Research Centre that circulated between the years 1967-1971 and Psychiatry Para Magazine edited in 1984. The formulated thesis consists of the assertion according to which the field of education the madnessconstitutes themed of little epistemological interest, however, studies of Michel Foucault about the analytical categories knowledge, power, discipline, biopolitics, speech and subjectivity are important theoretical tools able to helpin the understanding of mental health biopolitics engendered by the Pará Stateduring the functioning of Juliano Moreira Hospital, because within this institution had confrontation treatment paradigms of hospitalized subjects andtheir speeches produced for framing women as primary teachers as insane emerged from relations know-power coming from the areas of medicine and its related, as well as the operating force of the disciplinary society traversed for government official politics, whose capillarity extends of prescriptive way to family cycles that also contributed to the legitimacy of the subjective process of these teachers like mad. Sustenance starting from Foucault analytical anchors, which these primary teachers resisted to subjective process they have suffered, and the various manifestations of these invisibilized teachers, including their knowledge, were characterized as transgression mechanisms against the abduction of their bodies. I reiterate also that the forms of resistance of these teachers have subverted the discursive rationality centered on freedom and humanization of relations in the HJM from 1964 and all its prescriptive apparatus. It was concluded that primary teachers hospitalized in the Hospital Juliano Moreira and their various formsof manifestations that produced them like insane, had their knowledge also guided by a technical-scientific rationality, however, fully deprecated versus relations know-power psychiatrist, as well as the manifestations of resistance of these women-teachers about their subjectivation process, emerged as claim evidence of their madness and not as resistance strategies to control their bodies, without giving the crossing of gender and sexuality issues, permeated by normativities and power of families.Item Acesso aberto (Open Access) Capital intelectual versus capital cultural científico no campo acadêmico da Educação física(Universidade Federal do Pará, 2015-05-25) LOBATO, Antonino Cezar Leite; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612The main purpose of this research aimed to anlyze the epistemological space in which to set up the Scientific Field of Physical Education area in Brazil from the academic production from the Graduate Programs inherent to it. How to setup and features the intellectual and scientific capital in the academic production from the field of Physical Education in Brazil? How high-level qualification of which are invested teachers of higher education graduates with master's and doctorate is an intellectual capital able to generate and consolidate the production of scientific cultural capital in the Field of Physical Education area? As this phenomenon is metamorphosed in the strategies and disputes over intellectual productivity among the agents that make up the faculty that operates in Scientific Field of Graduate Programs in Physical Education, ranked by CAPES with notes 3, 4, 5 and 6? How intellectual capital acquired with the high-level training is transformed into scientific cultural capital can enhance the generation of knowledge in this field? The study was based on bibliographic and documentary analysis with theoretical foundation in the field of concept proposed by Pierre Bourdieu. I have chosen as a historical period to study object of analysis the 2003-2013 interval. Despite being late and have intensified since the 2000s the construction of the Field of Physical Education in Graduate Programs, the production of intellectual capital has expanded, however, between the programs classified by CAPES with notes 3, 4, 5 and 6, this dynamic is makes up amid the epistemological crisis and asymmetrically in terms of the generation of scientific cultural capital, ie the high-level training, does not guarantee that the researcher perform and contribute to the production of knowledge your area and this does not occur uniformly. Therefore, this phenomenon triggers the formation of zones of tension between intellectual capital and scientific cultural capital, since its agents start to adopt different strategies to design the academic field through the production that can bring together, in different application interstices triennial reviews and supported in the established rules.Item Acesso aberto (Open Access) Ciclo de política curricular do estado do Pará (2008-2012): a enunciação discursiva sobre relações “raciais”(Universidade Federal do Pará, 2014-08-22) SANTOS, Raquel Amorim dos; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088This study analyzes the discursive statements cycle of curriculum Pará State Policy on relations "race" from 2008 to 2012, from the approach of the policy cycle, proposed by Stephen Ball. In this analysis, is focused production policies in the context of influence, production context of political texts and practice context. The theoretical and methodological framework that supports the analysis of the socio-historical theory and dialogical language based on Bakhtin (2010, 2011), cycle approach of authoritative policies by the theories of Ball et al (1992) for studies on Relations "race" we left the concepts of Guimarães (1999, 2002, 2008) and Rabbit (2009) on race. And on social relations in the educational field, we use the conceptual notions of field and habitus in Bourdieu (2008, 2009, 2010). The study is a qualitative approach (FLICK, 2004). We used as data collection sources oral and written documents, among which: Articles, Theses and Dissertations on Relations "Race" and Policy Course conducted in two national databases and international: a) ANPED (GT-21); b) CAPES site / PPGE; c) Ford Foundation. Publications: a) Basic Education Policy Pará State, especially the axis of Curriculum Policy; b) I State Conference on Education: Diagnostics, guidelines, objectives and targets approved; c) Basic Education in Para: elements of a democratic educational policy and quality Pará all (vol I and II) and semi-structured interviews with fourteen social workers working in the SEDUC, USE and schools of the State Public Network, which participated in the Curriculum Policy Pará State. The data were analyzed by analysis of enunciative-discursive process based on Bakhtin (2010, 2011). From the analysis of the discursive articulation of curriculum policy cycle Pará State on relations "racial" and interpenetration of discourse between the contexts of influence, context definition of political texts and practice context the study results show that different statements produced in various contexts are marked by hybridization speeches, the result of recontextualization processes. It is inferred that the curriculum policy of the State of Pará is presented in interrelationships between multiple contexts in the policy cycle (Ball, et al, 1992). Despite the continuous nature and not hierarchical policies, the joint macro- and micro advance regarding estadocêntricas approaches and policy recontextualization process that occurs in the context of practice, the study concludes that the curriculum policy Pará State exists as a political State, exists as an educational policy. However, the feasibility of this State and educational policy in the school regarding the "racial" relations, it does not occur due to the weakening of cultural and theoretical competence of social agent who must implement it. The weakening is in implementing this policy in the context of practice. There is a problem between what is projected and what is practical, which helps to assign the social reality dissemination and ratification of racism and discrimination in different areas that make up the curriculum policy.Item Acesso aberto (Open Access) A colonização de corpos, corações e mentes: educação e higienismo em escritos de periódicos pedagógicos no Pará (1891-1912)(Universidade Federal do Pará, 2015-02-27) VIANA, Luana Costa; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245The study approaches Education and Hygienism. The objective is analyze the relationship between education and hygienism in Latin America and the materialization in the speeches of men of science, in the periodic of education produced in Brazil, Pará State, published between the years 1891 to 1919, to understand the epistemic sense that assumed. In this sense, this thesis proposes the question: in the context of Latin American colonialism, which senses had the discourses that was related education and hygienism produced by Pará men of science, between the years 1891-1912, materialized in educational journals? Therefore, was adopted the document and literature. Epistemologically, has guided us in New Cultural History and Theory colonialist. The papers that was read in the research is composit of articles of educational periodicals published: "Revista de Educação e Ensino", "A Escola" and "Revista do Ensino". For their analysis were articulated others documents such as, educational legislation (scholar regiment, decrees and opinions); Reports of government agencies responsible for instruction and health in Brazil, particularly in Pará. The results show that when dealing with education in association with the medical-hygienist ideology, the constant publications in periodicals produced representations that denied the knowledge of populations originating from the mainland and other less considered, such as black people and poor white people. These productions the students of these populations are compared to the wax and plants because they are fragile and influenced by the action of adults considered uncivilized. Then, the speeches in defense of cleaning the space, time and school activities indicated in the periodic try to shape bodies, hearts and minds of children and adolescents in a case where the colonialism of power is manifested in its epistemological fields (colonialism of knowledge) and ontological (colonialism of being). Therefore, the argument of this study is that the doctor-hygienic rationality embodied in the discourses of men of science present in educational journals produced in the State of Pará, Brazil, published between 1891-1912 confirmed the colonialism which arose in Latin America.Item Acesso aberto (Open Access) Controle social e descentralização na gestão da política educacional de Castanhal – PA(Universidade Federal do Pará, 2014-06-04) LIMA, Francisco Willams Campos; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950This thesis has as its object of study the Municipal Board of Education, in order to understand the role played by this body, the decentralized educational policy Castanhal - PA. The problem of limited research on the organization and management of the educational policy of the municipality, as well as the political institutions of the Board in reference to the exercise of social control; the form of participation of civil society, especially the subaltern classes in the definition, implementation and evaluation of educational policies; and educational policies pursued since 2000 when starting the process of delegation of powers conferred upon the municipality locus of research, by the year 2011, comprising six (06) terms of two (02) years, which makes a total of twelve (12) years of management decentralization of educational policies, the institutionalization of Municipal Education System. For both, it was established as guiding hypothesis: the Municipal Board of Education Castanhal - PA, even with the delegation of powers, continued playing a role that approximates a control-management in the management of educational policies, rather than constitutive dimensions of social control, such as: monitoring, assessments and proposals. Were elected as axes of analysis for understanding the phenomenon investigated dimensions: technical inspection; political-ethical-evaluative and purposeful. This is a qualitative research, which focuses on a case study, whose data were revealed by means of bibliographic and documentary research, interviews with the social subject. The survey results confirmed the hypothesis that the working class could not exercise social control, in the analyzed period, from the dimensions aired this work, because of the bureaucratic state management model, which went on to influence the actions and procedures of the Board sometimes alluded. Indeed, the scale technical inspection ended at the micro level, the management of educational policy, without the effective participation of the working class; political and purposeful, dimension in turn was more related to the need to reduce bureaucracy of accreditation processes and approval of educational institutions; and the ethical-evaluative dimension was not possible because of some problems that were identified, including the methodology used for evaluation of educational policies, thus leaving the favor the more direct involvement of key users of educational services.Item Acesso aberto (Open Access) Criança, cinema e educação: os discursos sobre a infância em produções cinematográficas brasileiras(Universidade Federal do Pará, 2017-10-28) SÔNIA , Maria Fernandes dos Santos; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661This study aims to analyze discourses about childhood and the child’s protagonists in the movies Menino de Engenho (Brazil, 1966, Walter Lima Jr.), O Meu pé de Laranja Lima (Brazil, 1970, Aurélio Teixeira) and, Capitães da Areia (Brazil, 2011, Célia Amado), in whose center of the problem lies in the fact of how the childhood and the child’s cultural practices has been presented in these films productions e the relations stablish with conceptions instituted in society. The movies are a cultural system, once that’s possible, by the multiple voices caught in the film, the interaction between individual consciences, for having ideological form and content that is processed from specific fields and in multiple discourses, to be observed, within the process of communication, as signs. Further than that, it demarcates its field as a rich and propitious source for the historian and other researches, because it’s capable not only of telling a story, but of problematizing reality, which ensures its merit as a childhood’s research field. Thus, the following specific objectives were defined for this study: 1) to unveil the present and/or absents discourses that can point the possible senses and the meaning of childhood (re)produced in the selected films; 2) to problematize about the conceptions of childhood present in our society and that are re-treated in the investigated films; 3) to reflect about the aspects related to education and the ways of being a child present in the films studied. In order to do so, this study follows the descriptive and analytical study’s lines, with a qualitative approach, using bibliographical and documentary research, with dialogues anchored in the Bakhtin studies and authors from the childhood and history’s fields in a sociological, historical and cultural perspective. Our analyses were guided, from three areas: Conceptions of childhood, Cultures for children and Education. From these, it was possible to perceive the strong influence of conceptions, social practices and educational aspects that accompany the historical trajectory of childhood, and the diverse forms that reproduce in social practices and relations. The results also pointed that studying the childhood through film encourages us to be “others”, once it allows us to become new men, since the conception of time is connect to the man’s conception, and that although all artistic creation is impregnated with fictionality, it does not cease to dialogue with the reality traced in us, capable of projecting us to other already existing realities and others that are yet to come.Item Acesso aberto (Open Access) Cultura material escolar e as representações de educação no sistema radiofônico para os caboclos "ingênuos" na Prelazia do Guamá (1957-1980)(Universidade Federal do Pará, 2019-04-05) MACIEL, Rogerio Andrade; FRANÇA, Maria do Perpétuo Socorro Gomes de Souza Avelino de; http://lattes.cnpq.br/7005058905002975; CASTRO, Cesar Augusto; http://lattes.cnpq.br/2060977814636465The present study, associated to the line research “Education, Culture and Society” had as its research frame the culture school material and the representations of education in the radio system for the “naive” men in the Prelature of Guamá (1957-1980). The specifics objectives are: to reconstruct the History of radio transmission and established relation with the radio educational system in Brazil; to map the communication objects and schools objects used in the Radio Educative System in Bragança and its radio’s schools, while, elements of cultural school material in this system of education and to point out how the production, circulation, use and appropriation of this objects built the sense of Educommunication and the senses of auditive reception within this System and Radio School SERB. The methodological approach consists in the New Cultural History which stablishes itself as theoretical and methodological field of the representations about the objects of communication and school. In the documentary research at Centro de documentação professor Casemiro dos Reis Filho (CEDIC/ PUC/ SP), we indetify the legal provisions for guidance about the Base Education Movimente and the role of school subjects. In the books Tombo da Cúria from the Diocese of Bragança: The papers, reports, minutes, manuscripts on the understanding of norms, purpose, productions, circulations, appropriation of the objects and the representations in the education. The pictures in the Cúria and in the Memorial of D.Eliseu allowed the analysis of school culture and ratings of school supplies at the heart of this institution. The documents were analyzed by the inseparable elements of the representations embodied in Chartier (1990): The object in its Materiality (shape, frequency, structure and device); the History of the Practices in its Difereces and the History of the Divices Configurations in its Historical Variations with the questioning of reality in Freire (1987) that made possible the creation of the web representation on the objects and operational analysis of the communication objects and school in the Radio Educational System of Bragança (RESB) and its radio schools in the Prelature of Guamá. We noted that the prodution of the school material culture in RESB is made by the RESB Central Committee, where the relations of school’s spaces and the Rádio Educadora the two houses of the Transmitters, the Central Office and the Training Center of Leaders produced the categories of classifications of communication and school objects - the Microphone; the Recorder; the Magnetic Tape; the antennas of transmitters and the Transmitters, constituting the meanings of Educommunication. In the radio schools Prelature of Guama, school spaces, assigned by local schools tate and built huts of straw, was the categories of ratings cultural objects between their school subjects within the classroom: writing objects (chalk and pencil with rubber); writing objects (blackboard, poster, notebooks and sheets of paper without a pattern); furniture objects (rough wooden tables and rectangular wooden benches); reading objects (short texts and reports); lighting fixtures (pressure lamps and aladdins lamps); the clothing of women and men (clothes made of artisan calico and cotton); the objects of protection of the radio schools (Inajás and Babassu straws); support objects for radio installation (antennas, nuts and copper wires); and the object of communication and teaching (titled as captive receiver of Philips - educational radio). These were constituents of the senses of the auditory reception and have their specificities in the said spaces. We conclude that the radio Education System of Bragança was implemented by the Prelature of priests of Guama in order to alfabetize and educate young people and adults by evangelizing representation by Philosophical Doctrine of Barnabites under the Human and Social Promotion. However, this representation is restricted by the criticalemancipatory representation, from 1962 to 1969, when the school subjects of the Basic Education Movement begin to coordinate this system of education and, in this way, are created several subversive strategies and tactics to perpetuate a representation of this type of education to the men of the prelacy of Guamá, before and during the context of the military dictatorship 12 in Paraense Amazon. n this sense, the school material culture in radio Bragança Educational System and the meanings of educational communication and auditory reception are interdependent and have the same purpose: literacy and schooling men of the Amazon from the communication and school objects.Item Acesso aberto (Open Access) Currículo e formação docente no curso de ciências sociais/UFPA: configurações, continuidades e rupturas (1963-2011)(Universidade Federal do Pará, 2013-04-30) FREITAS, Leandro Klineyder Gomes de; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016The thesis investigates the curricula design of the Social Sciences course of the Federal University of Pará, Belém campus in the period 1963-2011, with the main objective to reflect on the place of the teacher education course in that, in view of the relationship that established between the baccalaureate and graduation. More specifically, the study intends to investigate and analyze the main guidelines that were established by the curriculum proposals for teacher education, as well as identify the curricula design were structured for that course and how they are addressed disciplines geared for graduation. The survey was conducted from bibliographic survey on the topic in physical libraries and database virtual documental research on curricular designs, resolutions, menus and more. We also used the semi-structured interviews with faculty professor in order to deepen and clarify issues not contained in the documents. The study used as the main theoretical contributions of critical theory in the curriculum, especially the works of Michael Young, Basil Bernstein, Antônio Flávio Moreira other entres. The research results revealed that the local settings of the course curricula designs of Social Sciences is due in large part to structural factors of the Brazilian educational system and the consolidation of post-graduation in mid-1960 and early 1970, contributed to increase the hierarchization between teaching and research between undergraduate and graduate school, between the school and the academic field in Social Sciences. The restatements curricula occurred in the course of Social Sciences curriculum standards maintained for most courses of Social Sciences in the country since its creation. The curricula design of the course of Social Sciences analyzed guided by a conception of teacher education based on the model of technical rationality that favors the separation between education content and education pedagogical, theory and practice. Despite numerous reformulations curricula occurred in the course of these changes Social Sciences held a disciplinary organization structure under the collection type of curriculum, where single subjects are oriented to their own development and protected by strong boundaries and hierarchies. The curriculum collection characterized by classification and framing strong promotes isolation between areas of knowledge which contributed to the rigid demarcation of borders between the field of Social Sciences and Education, between education oriented researcher and education oriented teacher.Item Acesso aberto (Open Access) Custo - aluno - qualidade para escolas do campo da Amazônia tocantina: direito ao acesso e permanência com padrão de qualidade(Universidade Federal do Pará, 2018-09-13) PEREIRA, Ana Claudia da Silva; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305The study was carried out in four rural schools: quilombola, rural settlement, rural and riverside community, belonging to the municipalities of Abaetetuba, Acará, Cametá and Mocajuba; all of the territory of Baixo Tocantins. Its objective was to map and analyze the basic inputs needed to guarantee / ensure quality education in the rural schools, based on the subjects' speech, aiming at the CAQCampo calculation. To do so, we carried out the survey of the basic inputs needed for the education of the Tocantina Amazonian Field; organizing in categories and showing the distance or proximity of these with the parameters established by the opinion CNE / CED Nº 08/2010 and the references of the CAQi. To obtain the information, collective interviews and focus groups were carried out, with subjects directly involved with the schools, as well as form and observation in locus. The axes of analysis have taken as guiding questions: what basic inputs are needed to guarantee / ensure quality education in rural schools? From the perspective of the field subjects what would be the basic inputs needed for the operation of quality schools? Are these inputs included in the CNE / CED Opinion No. 08/2010 and in the Operational Guidelines for Basic Education in the Field Schools Are there specific inputs in the rural schools? Are they covered in studies of costs of school work? The research carried out the survey of the educational and financial data of the municipalities, of the existing supplies in the schools, of the necessary inputs for a school with a quality standard, of student-spending / year and the calculation of Cost-Student-Quality for the rural schools (CAQ Field). The inputs considered in the survey were: facilities (building and land), staff salaries (teaching and non-teaching staff); consumables; Personnel (teaching and non-teaching), Goods and services, support to the political pedagogical project, food, other inputs and cost in the central administration. For the calculation of student / year expenditure and the CAQCampo of the schools studied, the monetary values of the inputs were added and divided by the number of students attended. The analysis of the collected data revealed that the schools surveyed do not have: furniture, equipment and didactic materials; school transportation equipped and ensuring safety; sufficient school meals and educational and training spaces that go beyond the classroom. The paper presents a range of questions that can explain and compose the possible dimensions and indicators of quality, but which are not generalizable to a larger set of schools. Of course, there are regularities, similarities and aspects that are common and should be considered for schools located in the field. In general, it has been found that the definition of a Cost-Student-Quality in education, especially in rural education, remains a challenge, especially since such a discussion brings to light the complexity, tensions and contradictions of the educational phenomenon in a country marked by inequality. However, our study concluded that it is urgent that the municipal management dialogue with the communities so that together they can plan the best way of access and permanence of the students in the schools of the field. One can no longer implement public policies, such as education, without knowing the reality of where the subjects live. For what works in one particular community may not work in others, given the territorial specificities present in these municipalities.Item Acesso aberto (Open Access) Da pedagogia do acaso à pedagogia da práxis: representações sociais de docentes médicos em processo de ressignificação(Universidade Federal do Pará, 2016) MORAIS, Kleber Augusto Fernandes de; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284This thesis is the result of a research that aimed to analyze how are the social representations of medical school professors from the Federal University of Pará on teaching health and its implications for medical education. To this end, he drew from three theoretical fields namely Teacher Training, medicine and medical history and Theory of Social Representations education. The first course was based on Jose Contreras, Bernadette Gatti, Maurice Tardiff and Antonio Nóvoa. The second theoretical field is based on Lambert , Lyons , Pereira Neto e Miranda. The third theoretical course was supported by Serge Moscovici and Denise Jodelet. It is a qualitative study, exploratory, who adopted as data production techniques a questionnaire and semi-structured interview. Data analysis was based on categorical content analysis technique in the light of Bardin Lauren and Maria Laura Franco. Preliminary results of research guided by specific objectives present in the thesis led to the construction of eight headed categories: influence of personal history, influence the professional career, challenges in the initial trajectory, elements for teaching in health, differences between the onset of teaching and Current teaching, teaching the health challenges at present, influence of teaching in care practice and motivating and demotivating aspects of teaching in health. All these categories are deployed in subcategories from the images and meanings identified in the statements of teachers.Item Acesso aberto (Open Access) "Diferentes, porém, iguais" : o acontecimento do combate à homofobia no Projeto Saúde e Prevenção na Escola (SPE)(Universidade Federal do Pará, 2016-06-24) MENDES, Sandra Karina Barbosa; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666“‘Different but equal’ – the happening of the combat to homophobia in the Project Health and Prevention at School (SPE)” is the title of this thesis which takes as object of analysis the discursive practices and subjectivities shaped in the combat to homophobia in the Project Health and Prevention at School. We have elected as nodal question of analysis: which discursive practices and subjectivities are shaped in the production of the combat to homophobia to the SPE Project? As developments of this question we defined the following questioning: which position do the human rights occupy in the combat to homophobia? In which way are the valorization of the difference and the respect to diversity used as strategies to the overcome of homophobia in the SPE curriculum? How is the articulation between the promotion of health and combat to homophobia done in the curriculum of the project mentioned? In order to guide the analytical movement of the thought to be followed in these questionings, we have adopted the Michel Foucault’s theory-conceptual tools, mainly those related to genealogy, subject-government techniques, such as discipline and bio-politics, and the ways of subjectivation. As principal empirical material of analysis we have taken the booklets collection produced by the SPE project, ‘Adolescents and youngsters to the among peers education’, and some secondary documents of the policy of combat to homophobia, such as the National Curricular Guidelines and the Program Brazil Without Homophobia. The analysis of the documents allowed us to understand that the human rights became one of the main basis of the combat to homophobia in the Brazilian politics and that discursive practices in the field of the human rights are produced so as to give a character of solution to all the conditions which affect man in his conception of universal citizen and civilized man. Besides, the SPE, by using the respect to diversity and the valorization of the difference as one of the strategies to the combat to homophobia, linked the sexual diversity to one essence of the human nature designed the difference as a mark which identifies those who live the sexuality out of the hetero-normative standards – that is, those who have a ‘differentiated sexual behavior’. It was possible to realize, thus, the shaping of the true types of subjectivity, the one where the subject who is not LGBT needs to recognize and respect the difference that exists in those who are not LGBT, not taking it as the basis to express any kind of prejudice; and that one where those who are LGBT should see themselves as holders of a difference that puts them in a special situation towards the violation of their rights and vulnerability to the contagion of diseases, mainly the STDs and AIDS.