BDTD - Biblioteca Digital de Teses e Dissertações

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2289

Biblioteca Digital de Teses e Dissertações da UFPA (BDTD). Sistema Eletrônico de Teses e Dissertações (TEDE). Projeto BDTD/UFPA e Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT).

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Acesso aberto (Open Access)
1900 – O RANGER DA LIBERDADE: A memória como indutora de performances de rua
(Universidade Federal do Pará, 2020-12-04) SANTOS JUNIOR, Paulo César Sousa dos; BEZERRA, José Denis de Oliveira; http://lattes.cnpq.br/9404514273838260
This dissertation memorial presents and analyzes the creative process 1900 – o ranger da Liberdade, a set of performances developed by Zecas Coletivo de Teatro, in the streets of the metropolitan region of Belém do Pará in 2019. The research aimed to highlight the importance and multi-layered significance of scenic performances works, as a practicaltheoretical process, in interface with the studies of history and social and cultural memory, starting with the postulates of Le Goff (2013), Nora (1993), Candau (2011), and Assmann (2011). On language issues, we proposed a reflection on the relationship between the theater and the performance from the “in-between” perspective found in Bonfitto (2013) and Féral (2015); and about the specificities of performance language based on Cohen (2013), Goldberg (2007), Glusberg (2009), Schechner (2006; 2010), and Pavis (1996; 2017). From this universe, we approach the notion of experiencing the street in the relationship amongst performers, passers-by, and the city, dialoguing with the discussions about street scenic practices, proposed by Carreira (2007; 2009; 2011; 2012; 2020), Teles and Carneiro (2005). As results, we point out: a) the accomplishment of eight street performances; b) the proposition of the instigation method and creation device, organized during the research, beginning with the studies of Rangel (2015) and Sales (2011) over the creative process as an Arts research methodology, Cypriano (2015) about the power of creative processes in performance and Ribeiro ( 2019) on the concept of the place of speech; c) memory as an inducer of street performances, as a basis for the creation of dealienating artistic works that, in a dialogue between past and present, performatively expose issues that enhance respect for differences.
Acesso aberto (Open Access)
1952: a poesia de O Estranho de Max Martins
(Universidade Federal do Pará, 2011-08-31) ALENCAR, Melissa da Costa; CHAVES, Lília Silvestre; http://lattes.cnpq.br/4273510661737259
This dissertation studies the poetry of the book O Estranho, 1952, the poet from Para Max Martin and his knot with modern poetry. For this, we consider the poetry of Max dialogues with the texts of Brazilian poets of national renown and universal. According to Haroldo de Campos, a poetic relationship with the literary tradition and the project that requires the artistic text is a meeting between codes, in a rare ability to transfer the ephemeris even closer to the horizon of doing in the creation, fighting hand to hand with the word. This struggle with the verb is a fundamental part in the game poetic Max Martins. O Estranho, by questioning the place of poetry in his own time, the poet breaksdown the text and reveals the man and writing in the margins. The poetry of the stranger – the gauche drummondiano term suggests – is a “dialect” perhaps uninteligible to some. As the poem suggests that initial work, the language can even be incomprehensible, hence the word “stranger” (the title of the book and the first poem), in other words, a language shock, which is strange with reality, however, is whatever the poet, the transmutation of everyday reality in poetry. In this paper, we draw the relevant aspects of modern lyricism from a study on the concepts of Modern, Modernity and Modernism, passing quickly through modernism in Brazil, for to get to Pará modernism, and specifically the generation of Max. Finally, we propose an interpretation of the poems from the book (especially analyzing them in light of critical and reflective reading Benedito Nunes, the first critic of poems by Max Martins). Was also made publishing history of the poems before and after the publication of O Estranho. With this, we intend to contribute to literary studies regarding talk more al lenght about the important aspects of the poetry of Max Martins, especially about his initiation into the poetic world.
Acesso aberto (Open Access)
1955: o saber matemático escolar na subjetivação de trabalhadores
(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610
In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.
Acesso aberto (Open Access)
1963: educação, ciência e redenção econômica em uma capital na periferia da modernidade: a Escola de Chimica Industrial na Belém dos anos 1920
(Universidade Federal do Pará, 2016-03-23) MACHADO, Jorge Ricardo Coutinho; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
In the 1920s, in Belem (a town in Pará-Amazon-Brazil), merchants and scientists to join through negotiations and interest agreements, to the creation of an analytical laboratory with the aim of researching of amazonian natural products capable of being used in the industry and thereby inaugurate a new cycle of economic prosperity after the end of the so-called "latex cycle" (the amazonian belle époque). The laboratory of analysis, almost simultaneously became a laboratory-school for training chemists, according to a training model previously initiated in Europe and that has shaped from then on, all training systems of professionals of chemistry. This laboratory-school (which existed from 1922 to 1930) graduated nine industrial chemists and published a scientific bulletin with the results of research conducted at the institution. This narrative unfolds in the chapters of this study, which are developed more detailed reports about the actors (human and non-human agents) involved in a network, in this history: the Amazon region with its natural products and the city of Belém of Pará capital on the outskirts of modernity; chemistry, a modern science expanding in the world; diplomats, politicians, merchants, chemistry students and scientiststeachers. The analyzes conducted had supported mainly in the Sociology of Translation, theoretical tool that allows to map inseparably the assembled elements in this network, whose tessitura also contribute those derived by nature and those of society, without asymmetries. The conclusions allows verify the fertility of the approach (Social Studies about Science and Technology) in the construction of narratives about objects which, although already studied by traditional historiography, were being treated asymmetrically, without giving voice with equal eloquence to scientists, amazonian natural products, politicians and traders, resulting often in hagiographies or narratives drived by positive arrow of progress and advancing of the "wrong past" to "correct future." It is expected that stories like this, written with support in the Sociology of Translation, can shed new light on the history of the expansion of the natural sciences in the Amazon, by presenting not a story of winners (or occupation of an " epistemological emptiness"), but that one where we can see the science in action, with all negotiations, hesitations, beliefs, setbacks and recalcitrances, typically presents in a open life field, where reason and passion; knowledge and power intertwine inseparably.
Acesso aberto (Open Access)
1978: letramento científico e consciência metacognitiva de grupos de professores em formação inicial e continuada: um estudo exploratório
(Universidade Federal do Pará, 2015-04-15) GOMES, Ana Silvia Alves; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study investigated the scientific literacy skills and metacognitive profile of basic education teachers and students of undergraduate courses, using two newly produced instruments: Test of Scientific Literacy Skills (TOSLS) and the Metacognitive Awareness Inventory (MAI). Specifically they were investigated possible correlations between metacognitive skills and scientific literacy, checking and comparing different types of metacognitive skills and scientific literacy for current and future teachers, and evaluate the psychometric and possible improvements of the instruments qualities. The work is based on contemporary research on scientific literacy and metacognition, in particular, studies that aimed to investigate how these skills are developed by teachers of science and mathematics. The results obtained with the implementation of the instruments on a sample of twenty three undergraduate and twenty practicing teachers, indicate that 74% of the sample does not have an adequate level of scientific literacy, despite declaring that frequently use different metacognivas strategies study and plan lessons. Significant statistical correlations were also found between the scores of TOSLS and MAI, ie. metacognitive skills and scientific literacy skills were not correlated. It shows the rupture of key skills with lower rates of success, arguing about their possible causes and mitigation measures for identified problems and suggests future research possibilities using the instruments.
Acesso aberto (Open Access)
1978: Licenciatura intercultural indígena da UEPA: saberes matemáticos e prática pedagógica
(Universidade Federal do Pará, 2017-05-02) LIMA, Aline da Silva; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This work brings the study and analysis between the training of indigenous teachers and educational practice effective of these teachers in indigenous schools, considering the intersection of knowledge about traditional indigenous knowledge and emphasizes the need for dialogue between their traditional knowledge in math education practices, contributing to the improvement of indigenous teachers in the process of academic training. Being the research of qualitative nature approved in the case study, having as a starting point the following question: how was accomplished the pedagogical practice of indigenous teachers in training in Intercultural Indigenous Degree UEPA, considering the intersection of school knowledge and indigenous knowledge? In order to make a comparative study between the formation of indigenous teachers and their pedagogical practices in mathematics, considering the intersection of school and indigenous knowledge in school Parkatêjê and Kýikatêjê, of the indigenous land Mother Mary. For research were considered the views of the students and teachers/trainers of the intercultural indigenous university degree course. The interview was the basic procedure of research, whose analysis procedure sought to highlight paths to achieving more productive education to develop their scientific knowledge learned in the academic, confirming the idea that there is only one way to systematize the teaching, but relate to traditional indigenous wisdom with scientific wisdom. With reference to surveys, discussions and the monitoring of indigenous scholars in their trajectories in the institution of higher education, through the Intercultural Indigenous University degree course at Universidade do Estado do Pará-UEPA and supported by such authors as Candau (2006) defends the position that the differences are intrinsic, constitutive to educational practices, Knijinik (2012) addressing the thought etnomatemático interested in examining the practices outside school , Ferreira (2001) where the recent sociocultural determinations indicate a ressignification of education, Luciano (2006) discusses the indigenous question for various aspects of your social organization, D'ambrosio (2011) pedagogical practices related to Ethnomathematics enable to overcome the walls of the classroom and RCNEI/National Curricular Reference for Indigenous School (1998), which discusses the development of a proposal for intercultural education giving a new meaning to curricular content.
Acesso aberto (Open Access)
1984: Organizações didáticas nos livros didáticos nos anos iniciais do ensino fundamental: o caso da noção de raciocínio combinatório
(Universidade Federal do Pará, 2016-12-20) MORAES, Guilherme Motta; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The aim of the research was to analyze praxeological (PO) organizations around the mathematical object Notion of Combinatory Reasoning in two collections of textbooks from 1st to 5th year of EF, used in schools in the city of Belém / PA. This made it possible to highlight and characterize the didactic organization of mathematical knowledge, based on the didactic books approved by the National Textbook Plan, 2013 and 2016, as well as the National Curriculum Parameters, the Book Review Guidebook National Curriculum Reference Matrix for this year of schooling (1st to 5th year of EF). In this sense, to study this object, the Anthropological Theory of Didactics, proposed by Yves Chevallard is adopted as theoretical reference, and a methodological approach is made based on qualitative research, carried out through the bibliographic study. The results of this research highlight some important issues, such as: the focus of the two collections of textbooks based on the resolution of activities, in a purely classical approach. We observe a change in the technique to calculate the proposed activities, from a point organization to a local organization, and also that the tasks and techniques related to the calculations of possibilities and numbers of combinations have not changed. Over the years in both collections of textbooks. Thus, the praxeological organization around these two collections of didactic books analyzed according to Gascon are classic.
Acesso aberto (Open Access)
1993: formação inicial e subjetividade docente no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2017-05-05) YANO, Victtor Takeshi Barreiros; CUNHA, André Luiz Rodrigues dos Santos; http://lattes.cnpq.br/9887034270931058; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The initial training of physics teachers in non-formal education spaces is little known, especially when one seeks to know how the internship in these educational contexts affects the subjectivity of the graduates, thus contributing to their professional development. In the present research, I aimed to interpret the subjective senses about the stage, which were carried out by undergraduates of the Licentiate course in Natural Sciences with qualification in Physics, in the Center of Sciences and Planetarium of Pará. González Rey. Seven graduates of a state public university, ranging in age from 19 to 22, participated in the study. I carried out the qualitative research, starting with the dialogue with the subjects and understanding the study of singular cases as a legitimate instance of the production of scientific knowledge. I used the questionnaire, sentence complement, essay and semi-structured interview as instruments. From the information obtained, I constructed indicators, which enabled me to interpret the subjective senses related to the stage in the CCPP. Although they present different configurations of subjective meanings, future teachers think that the CCPP stage, by facilitating interaction with the counselor, colleagues and different types of public, favors their plans for the future, motivates for teaching practice and for the creation of Methodologies that articulate theory and practice. They also understand that the internship contributes to building their professional identities and prepares the future teacher to establish a collaborative relationship between formal and non-formal education spaces. Thus, I believe that the Center of Sciences and Planetarium of Pará contributes to the initial formation of Physics teachers, providing experiences that facilitate the production of new subjective senses about the knowledge and motivation necessary for the exercise of the profession and the type of professional they want to be.
Acesso aberto (Open Access)
5G MIMO and LIDAR data for machine learning: mmWave beam-selection using deep learning
(Universidade Federal do Pará, 2019-08-29) DIAS, Marcus Vinicius de Oliveira; KLAUTAU JÚNIOR, Aldebaro Barreto da Rocha; http://lattes.cnpq.br/1596629769697284
Modern communication systems can exploit the increasing number of sensor data currently used in advanced equipment and reduce the overhead associated with link configuration. Also, the increasing complexity of networks suggests that machine learning (ML), such as deep neural networks, can effectively improve 5G technologies. The lack of large datasets make harder to investigate the application of deep learning in wireless communication. This work presents a simulation methodology (RayMobTime) that combines a vehicle traffic simulation (SUMO) with a ray-tracing simulator (Remcom’s Wireless InSite), to generate channels that represents realistic 5G scenarios, as well as the creation of LIDAR sensor data (via Blensor). The created dataset is utilized to investigate beam-selection techniques on vehicle-to-infrastructure using millimeter waves on different architectures, such as distributed architecture (usage of the information of only a selected vehicle, and processing of data on the vehicle) and centralized architectures (usage of all present information provided by the sensors in a given moment, processing at the base station). The results indicate that deep convolutional neural networks can be utilized to select beams under a top-M classification framework. It also shows that a distributed LIDAR-based architecture provides robust performance irrespective of car penetration rate, outperforming other architectures, as well as can be used to detect line-of-sight (LOS) with reasonable accuracy.
Acesso aberto (Open Access)
A compreensão do sofrimento no escalpelamento: um estudo utilizando o grafismo e o teste das fábulas
(Universidade Federal do Pará, 2007-06-29) VALE, Jesiane Calderaro Costa; SOUZA, Airle Miranda de; http://lattes.cnpq.br/5311796283730540
Studies on scalpel events have been very scant. Very few are to be found in the areas of medicine, occupational therapy and physiotherapy. The existing studies give priority to the physical, organic and corporal aspects of the event. In this paper, we study the scalpel event under the perspective of Psychology; focusing, on the psychological suffering and its expression. For this purpose we have used clinically qualitative methods. We have elected two projective instruments as well: The Fables Test according to Düss, and drawings of the human body. The research took place in the Santa Casa de Misericórdia Foundation in the city of Belém, Pará in Brazil. Two patients, victims of scalpel events, were contacted as participants. The criteria for their selection, was the following: that the event occurred more than six months ago; that they be no longer in the hospital; that they presented physical and psychological conditions to take part; and that their parents authorized their participation in this study. We concluded, that the psychological suffering manifested by the victims, cannot be denied. They suffered a tragedy, but the impact of this scalpel event proved to be an unprecedented experience, unquestionably subjective and markedly singular in nature. In sight of this problem, we verified that it was not only ones body that suffered the pain, but their psychological being as well. We highlight the use of the referred instruments as favorable resources of expressing this pain.
Acesso aberto (Open Access)
A consagração periódica de José Veríssimo (1877-1884)
(Universidade Federal do Pará, 2009-04-27) PAMPLONA, Alessandra Greyce Gaia; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
It discusses the social, political and cultural life of the writer José Veríssimo through his production between the years 1877 to 1884, in Belém do Pará. To support this objective, four chapters are contributed which focus on in his texts published in magazines and newspapers that show the theoretical and thematic evolution of the writer in his treatment of national issues. The main purpose of this dissertation is to show the importance of the press in the middle of the nineteenth century for the changes in his representation of Brazilian culture at that time.
Acesso aberto (Open Access)
A construção de conceitos relacionados com os movimentos Terra-Lua-Sol por alunos da E.J.A. à luz da teoria histórico-cultural
(Universidade Federal do Pará, 2007-07-16) VALENTE, José Alexandre da Silva; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; RÉGIS, Cícero Roberto Teixeira
Constructing scientific scholar concepts still needs to be better understood. Focusing on Astronomy concepts, researches are still scarce in Brazil, especially those related to Education for Young and Adult Learners (Educação de Jovens e Adultos EJA). This paper goal was to comprehend, through the historic and cultural theory, EJA students construction of concepts related to movements of the Earth-Moon-Sun system, in their interactions with the teacher and schoolmates in the classroom. The research was conducted in an EJA Ensino Médio class at the Application School Federal University of Pará. The class had 19 students, from 16 to 37 years old. The data collection took place during the term semester, beginning with questionnaires. They had open questions about the theme in order to investigate the students previous conceptions. After that, the thematic classes were audio and video recorded. During the classes the students gave explanations for the day-night succession on Earth, individually or in groups spontaneously formed by the students, and then they were reorganized by their teacher. The registers were transcribed and analyzed in a micro-genetic way. The students answers to the initial question about the day-night succession on Earth were categorized in four levels A, B, C and D, from the farthest and the closest scientifically accepted scholar concept. The achieved results showed 13 students made the conceptual profile better, because they migrated from the A, B or C levels to the D one in the answers category, that is, these students understood that the day-night succession was a result of the Earth rotation movement. The other 6 students, already at the level D, kept in that level, although they improved their explanation if we compare their first and last answers. Three students were selected in order to analyze their micro-genetic knowledge construction process. They had their initial written answers classified in A or B levels, and during the interactions with their teacher and the other students, they achieved the scientific discourse elements, giving theoretical explanations to the observed phenomenon. The results show different adjustment mechanisms of Educational help offered by the teacher and the students, they show the importance of a dialogist approach and a work with different group formats in the classroom.
Acesso aberto (Open Access)
A democratização da gestão escolar no município de Santa Bárbara do Pará a partir do PDE
(Universidade Federal do Pará, 2007-04-26) CASTRO, Maria Rosana de Oliveira; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study is on schools management democratization in Santa Bárbara do Pará promoted by PDE. It intended to identify PDEs contributions to school management , based on analyses of actions done at Escola Municipal do Livramento. It presents a discussion on State reform and the new proposal of public management, wich is more flexible and able to adapt itself to the tecnological development and to the new global economy needs, that made the State reform to give more importance to values like effient and qualitative services as well as management culture in the organizations. This work shows the connections between educational system and capitalism, that demanded, because of the agrarian exportation crisis (1920) and the improvement of urban-industrial field, better access to schools, mainly to the cities population, relationing education to development and to economy to solve the crisis. It is possible to observe, trhough the research, that educational public policies, originated from international organizations created new forms of regulation and management in the country, in this context appear Fundescola/PDE proposal of management, that reforces the principals role as a leader. The study verified that educational attendance at Pará and at North Region is centred over the eight first years in school (period called fundamental teaching), revealing a great difference from infantile education (little children) and middle teaching (teenagers) that receive few economic attentions. The discussion, presented, on management modernization focus the importance of autonomy and of the participation in the public school as a way to achieve the desired quality in education. The study revels, too, the impositive character of PDEs proposal that ignores external and internal school community in its formulation, being different and contradictory with the proposal established by brasilian educational laws, despite the speech of people who idealized it to affirm it as a participative and democratic proposal.
Acesso aberto (Open Access)
A dinâmica dos sistemas de produção praticados em uma unidade de conservação de uso direto na Amazônia - a Reserva Extrativista do Rio Cajari no estado do Amapá.
(Universidade Federal do Pará, 2006-08-07) SOUSA, Walter Paixão de; FERREIRA, Laura Angélica; http://lattes.cnpq.br/3450720474559096
This project approaches an specific type of extractivism: the extractivism of Brazil Nut made in the Extractive Reserve of Cajari river in the Amapá State (RESEX/CA). This project is a continuation of researches made in 2000, having as a main focus the understanding of the dynamic production systems used in RESEX/CA. In This project can be noticed that the changes occurred in the systems in a period from 2000 to 2005,more than economic, the remain of agricultural practicing related to the Brazil Nut extraction are ruled for other / different factors. The historical relation between the forest use with the extractivism and agricultural is very complex, thats the reason it can not be valued only by an economical prism. The information demonstrates that the extraction production units are those which have the smaller economical performance, although, there is not a movement of the families in erase this system. In the opposite/ In despite of, the extraction type had not just being keeper, but had improved/razed representatively from 2000 to 2005, showing attraction of this type to the families in RESEX/CA. However, the agro extractive systems had grown also, showing that some families want to achieve a higher quality level of life trough agriculture. About a direct use of conservation unit, to this extractive reserve must be directed support action for small farmers nut to the RESEX/CA, with the purpose that them may have a decent life, without expending in different activitys but extraction.
Acesso aberto (Open Access)
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 experiência educativa de uma casa familiar rural e suas contribuições para o desenvolvimento local
(Universidade Federal do Pará, 2005) ALMADA, Francisco de Assis Carvalho de; PONTE, Tereza Maria Ferreira Ximenes; http://lattes.cnpq.br/7038744359388670
The present work consists of a study about activities of the Rural Family House of Coquelândia - Imperatriz/MA. To identify the looked for evidences and the several social actors action involved in the process, the work alicerça-if, mainly, in the analysis of the functions carried out by the Rural Family House, considering that those actions possess a clear relationship with the sistematização of knowledge, that facilitate the social actors transformation in active agents in the actions of local development. Like this being, it is underlined the Pedagogy of the Alternation and its role in the construction of the local development, its practice in the revaluation multicultural of the field and its contribution in the social actors performance transformadora in building agents of its own history. For so much we made a rising of the history of the Alternation with emphasis in its model organizativo and in its pedagogic instruments. We observed that the practice of the Rural Family House of Coquelândia allows to the families not only the youths opportunity to reconcile the work activities and studies, but also, the parents direct participation in the educational process. It was also verified that through the relationship theory-practice the families notice the youths changes comportamentais and its motivations for the studies and, with that, they are impelled more and more to collaborate with the monitors. The formation for alternation constitutes in a factor of fundamental dimensions so that they are processed and consolidate the changes in the relationship with that new reality. It is ended that the Pedagogy of the Alternation collaborates with the formation of enterprising subjects with capacity and critical conscience for interaction and transformation in fact in that live.
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 de professores no curso de história da Universidade Federal do Pará: uma análise do projeto político pedagógico
(Universidade Federal do Pará, 2008-05-21) NASCIMENTO, Sérgio Bandeira do; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
The present study presents as theme the teachers' formation and searches to investigate the following problem: which treatment is given to the teachers' formation to act in the basic education starting from the current political pedagogical project of the course of History at UFPA? We looked for understanding how is organized the curricular proposal of that course and how the formation is approached for the teaching in the referred PPP of this course. The investigation was constituted in a qualitative study with authors' of the history field theoretical subsidy, of the curriculum and of the educational formation. We adopted a documental analysis and we used official documents of NCE as NCG for the Degree courses in History and NCG for the courses of Formation of Teachers of the Basic and other Education levels with inclusion interns at UFPA to understand their influences on the PPP of the course investigated that carries the formative propositions for the professional of History in this ISE. In analysis to the PPP of the course of History verified that the formative perspective in the investigated course is anchored in the teacher-historian's formation, approaching the model of the teacher-researcher's formation extolled by NCG for Formation of Teachers. However, we didn't identify the ephistemolological and practical means for the execution of this purpose of educational formation in the configuration of the curricular structure, mainly for the development of researches on the education phenomenon. We also identified that the treatment of the pedagogic knowledge, indispensable in the educational formation to act in the Basic Education, appears in a secondary way in the curricular structure analyzed. Therefore, we inferred that the historical knowledge assumes the priority in the development of the investigated course stating that the importance of the formation concentrates on the historian, to the detriment of the teacher's formation.
Acesso aberto (Open Access)
A formação do professor de educação física no Pará: o que revela a história do currículo do curso de educação física da Universidade Estadual do Pará?
(Universidade Federal do Pará, 2008-08-07) TREPTOW, Anahy Garcia; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research has the aim of analyzing the history of the curriculum of the teachers graduation course on Physical Education at the Federal University in Pará, from 1970 to 2007. It was used, as a method of work, the documentary research based on the analysis of the regiments, curricular matrices, and Pedagogical Political Project (PPP) of the Federal University of Pará, and the resolutions of the Federal Council of Education n 69/1969, that determined the minimum curriculum, created the Physical Education‟s Major, and kept the sporting technician; the Resolution CFE n 3/87, that preconized the Major degree and/or BA; the Resolution CNE/CES n 7/2004, that instituted the Curricular Policies for the Graduation Courses in Physical Education; the Resolution n1/2002, that deals with the Curricular Policies for the courses of Elementary School Teachers (superior level, major degree); the Resolution n 2/2002, that institutes the length of the Major Courses in Elementary School Teaching. It was verified that the course, by its curriculum, can be conceived in two different moments: the first one, before the PPP of 1999, was a sportive conception course and build a professional profile similar to the profile of a sportive technician, non-critical, non-historical; and the second moment, just after the PPP of 1999, the course acquired a brand new conception, directly connected to teaching, expressed in the pedagogical work of different fields, enhancing a professional profile that is broad, generalist, humanist, critical and reflexive, based on ethical, political, and pedagogical principles, on the basis of the scientific rigour.