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).

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Práticas educativas populares na licenciatura em educação do campo, no território da Amazônia tocantina
(Universidade Federal do Pará, 2019-06-25) SILVA, Maria Divanete Sousa da; HAGE, Salomão Antônio Mufarrej; http://lattes.cnpq.br/1723722364556016; https://orcid.org/0000-0001-7801-0696
This study guides the Graduation Course of Field Education offered by the Federal University of Pará, Campus Cametá-PA, in the territory of the Tocantins region of the Amazon. Our reflections are centered in the analysis of the relationship that this course establishes between the qualification of the field educators and the popular educative practices for understanding them as educative processes of human formation which come true by means of the organizations, associations, social and union movements in the perspective of the social transformation. The study has its bases in the Dialectic Historical Materialism to understand the movement that involves the formation of field educators in the context of the popular educative practices, enhancing the action of the educators in the popular spaces in the perspective of the transformative praxis. We anchor to the concept of praxis, from the Marxist theory and the Freirean conception, for we understand that both result in human intervention in the reality in the perspective of transforming it. The theoretical venture was based on the conceptual categories: Formation of Field Educators, Field Education, Territory and Popular Educative Practice. The study was developed from the bibliographical and documental analysis and field research. We used the questionnaire for data gathering, with both open and closed questions, participant observation, and semi-structured interview. The information gathered allowed us to construct three axes of analyses which aimed at identifying the LEDOC contributions in the construction and affirmations of popular educative practices, in the formation of field educators, they are: 1) The Tocantins region of the Amazon as a territory of conflicts, resistance and of action of the field educator; 2) The LEDOC as a request of the Social Field Movements of the Tocantins region of the Amazon, the entrance of the 2014 class and the reconfiguration of the Pedagogical Project of the Course; 3) The materiality of the formation in the LEDOC: challenges, tensions and possibilities. The results reveal that the Graduation Course of Field Education contributes with the statement that popular educative practices, especially with the definition of the formative axes that structure the curriculum for they include in their curricular components: Studies of Popular Educative Practices and Traineeship in Popular Organizations which, by means of tensions, limitations and possibilities, enhance the acting of the field educators in the spaces of the organizations and social movements that exist in the territory of the Tocantins region of the Amazon.
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A educação para a cidadania global da UNESCO e seus nexos com a formação de professores de educação física no Pará
(Universidade Federal do Pará, 2019-06-24) BASTOS, Robson dos Santos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494; https://orcid.org/0000-0002-6012-1432
This study is part of the graduate program in education of the Federal University of Pará (UFPA), in the line of teacher training: Teaching Work, Educational theories and practices. In this research, we had as general objective to analyze the possible nexus between education for Global citizenship, formatted by Unesco, and the proposed training is established in Teaching political projects of physical education courses public universities in the State of Pará. It is a documentary study, inspired by the Marxian tradition as a method of analysis and theory of knowledge. As categories of analysis, we use the citizenship and education for Global citizenship, teacher training and physical education. Thus, in this study, we examine the concept of global citizenship, since your design in the classical liberalism, passing by your state of ressignification Social Welfare, up your Constitution by neoliberalism, when develops, based on the logic of globalization of the capitalist economy The study also revealed the assumptions adopted by Unesco that subsidize education for Global citizenship, as well as their strategies to assist policymakers, teachers and institutions in the development of this proposal on education and training of teachers In addition, we identify the relationships established between the Unesco recommendations for teacher training based on ECG and national curriculum guidelines for the training of the Graduate in physical education, in order to identify the possible nexus of common aspects the ECG with the Pedagogic political projects of the course of physical education from the the University of the State of Pará (CEDF/ UEPA) and the Faculty of physical education from the Federal University of Pará (FEF/UFPA). The result of the research allowed us to conclude that, among the documents investigated, the PPC that guides the teaching at the Faculty of Physical Education of the Federal University of Pará (UFPA) is the one that presents significant links with UNESCO recommendations for the development of Education for Global Citizenship; On the other hand, the PPP of the Physical Education Course of the State University of Pará (UEPA) is in the opposite direction of a neoliberal proposal.
Acesso aberto (Open Access)
Infância pobre e educação no juízo de órfão do Pará (1870-1910): acolher, proteger, cuidar e educar “os filhos do estado”
(Universidade Federal do Pará, 2019-06-27) SABINO, Elianne Barreto; ALVES, Laura Maria da Silva Araújo; http://lattes.cnpq.br/6009592378453661
Acesso aberto (Open Access)
O mobiliário escolar na instrução pública primária do Pará na primeira república: entre as “vitrines do progresso” e o “estado de ruínas”
(Universidade Federal do Pará, 2019-04-12) SOUSA, Marlucy do Socorro Aragão de; CASTRO, César Augusto; http://lattes.cnpq.br/2060977814636465
The Republican educational emancipation project has awakened the need to embellish and equip educational institutions with the most modern and innovative teaching objects, since the state of Pará presented a moment that makes a dialectic of modernity with politics and economy, passing through the education projects materialized by the modernist triumph, symbolized by the so-called Belle Époque. The present study had as an investigative focus the materiality of primary education in Pará between 1889 and 1930, more specifically school furniture. The objective was to understand the cultural practices and representations constituted in the process of circulation and acquisition of school furniture in the primary school of Pará and its influences on legal devices. More specifically, to identify the material design of the school designed to organize the daily routine of primary education in Pará; verify the provenance and acquisition of school furniture; highlight the process of manufacturing and marketing of furniture for the Paraense primary education. Methodologically, the research was carried out from the survey of sources in the Public Archive of the State of Pará, Arthur Viana Public Library. The sources used were: Messages and Reports from governments, Crafts, Government albums, Decrees and Regulations and Catalogs of Universal Exhibitions, among other sources that present traces of school furniture and how they were inserted in school everyday.From a theoretical and methodological point of view, this study is based on the analysis of cultural history and Material School Culture, used here to understand the history of primary education in Paraense and the evidence found in materiality, as well as understandings of discourses and cultural practices in the inside the school. This procedure showed that, although the State tried to meet the expectations of modernizing policy by regulating the use of appropriate school materials for primary education, requiring and ordering from teachers and school principals, compliance with the laws governing primary public education in the state , the material conditions of space and objects did not satisfy the needs for the functioning of the teaching houses. As a result, it was found that the discursive statements of the analyzed documents pointed out that some institutions were equipped with the most modern to give visibility to the State as the "window of progress". In contrast to this elegant visual scenario, the reports of directors and teachers of the houses / schools and school groups in the interior denounced the "ruined state" of furniture and other objects. The discontent of the subjects, through reports of public instruction, newspapers of great circulation and official documents, denounced the lack of attendance to the requests of materials or even the repair of objects, more specifically of the school furniture, so that the functioning of the institutions could attend requirements laid down in legal provisions. It is hoped that this study will contribute to give visibility to the school material culture, especially the school furniture present in the History of Education in Pará, making it possible, at the same time, to advance in theories about the theme, as well as to re-read the documents that primary education in Pará.
Acesso aberto (Open Access)
A epistemologia da educação museal na Amazônia paraense: um estudo sobre o programa o Museu Goeldi de portas abertas
(Universidade Federal do Pará, 2019-06-03) QUADROS, Helena do Socorro Alves; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056; https://orcid.org/0000-0002-4528-9907
The Doctoral Thesis The Epistemology of Museum Education in the Paraense Amazon: a study about the Goeldi Museum of Open Doors is part of the Education, Culture and Society research line of the Postgraduate Program in Education - PPGED, of the Institute of Educational Sciences - ICED of the Federal University of Pará - UFPA. The object of study is the Institutional Program The Goeldi Museum of Open Doors, managed by the Education Service of the Goeldi Museum, which has historically constituted a link between the Scientific Community and the Society. The problematic of this thesis comes from the following question: to what extent the Institutional Program The Goeldi Museum of Open Doors provides a pedagogical environment for the socialization of scientific knowledge through several formal science ventures (scientific areas) developed in MPEG to contribute for the construction of the epistemological field of Museum Education? The general objective of the Thesis is to analyze, to make explicit, the questions related to the scientific culture that go through the Goeldi Museum Open Doors program, in the sense of the composition of the field of the Epistemology of Museological Education. The path followed by the research is based on the qualitative approach of Education, with data collection procedures based on the references of bibliographic research, documentary research and field survey. The investigation took place in two phases: in the first one, questionnaires were applied in 2016 and the people surveyed were the mediators of the Program: researchers, technologists, educators and trainees of the Goeldi Museum; the professors and students of the public and private networks of the city of Belém and advisors of the Memory Point Program of the neighborhood Terra Firme. In the second phase, semi-structured interviews were conducted with three selected subjects, due to their actions in the Program: a researcher from the Goeldi Museum; a representative of the monitors/mediators; a representative of the neighborhood community of Terra Firme. The text was distributed in five chapters, addressing the main themes of the object of study. The analysis of the results obtained in this research confirms the thesis that the Goeldi Museum of Open Doors effectively contributes to the composition of the Epistemological Field of Museological Education in the Paraense Amazon.
Acesso aberto (Open Access)
A experiência educativa da casa familiar rural de Gurupá/PA
(Universidade Federal do Pará, 2019-04-23) COSTA, Ana Maria Raiol da; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523; https://orcid.org/0000-0001-9814-9089
The research "The educational experience of a rural family house" ( Rural Familiar House) of Gurupá, aims to analyze the educational experience marking the potentialities and limits in its educational project from the perspective of integral human formation mediated by the Pedagogy of Alternation whose central issue is: This experience can be configured as an integrated high school experience integrated in field education? What are the contradictions of this experience in the perspective of integral human formation? We point the hypothesis that the educational experience of the field workers, based on the pedagogy of alternation, makes it possible to integrate the school, the family and the educating community. A priori is a historical experience and of social consciousness that conceives social practice as a space of learning, primordial for the project where it is the starting point and the arrival of the formative process. In this sense, this process is differentiated from traditional teaching. The methodological theoretical framework of the dialectical historical perspective balizes this research from the field research with the application of semi-structured interview and documentary survey. The literature review is a constant in the study. The results to some extent corroborate the hypothesis of research, since the educational experience is based on the education of the field man. This experience is guided by the formative pillars constituted by purposes and means anchored in the pedagogy of alternation. The PA is home experience mediated by didactic instruments Which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community which allow the alternant to perform its formative process considering the school time and the community time in an integration between school and family and the community. This educational path guided by the praxis makes the experience, a singular one. It is an educational experience in the context of capital which limits the possibility of being an innovative educational process. However, we cannot deny that the educational experience of the CFR Gurupá holds possibilities of providing the formation of the field man "in ", "by" and "for" the work.
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/2993304230836305
The 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.
Acesso aberto (Open Access)
O FNDE e os recursos públicos da educação básica, suas formas de controle e intervenção: o programa dinheiro direto na escola (PDDE) no Estado do Pará
(Universidade Federal do Pará, 2019-02-22) REIS, Antônio Cláudio Andrade dos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The purpose of this thesis is to analyze the financing of basic education in Brazil, highlighting the role of the National Fund for Education Development (FNDE) as a budget executor of public educational policies and their control mechanisms, with emphasis on the Direct Money in School Program (PDDE) , its pattern of delinquencies, its causes and effects between the years 2011 to 2016. In order to reach this objective, the role of FNDE in the financing of education throughout its institutional trajectory, its decentralization strategy of the resources transferred, its mechanisms of control in the viabilization of the financing policy of the educational programs and their effects related to the PDDE in the municipal education network. It is accepted that the control exercised by the body, the lack of training of school administrators and counselors, impacts on the delinquency of PDDE accounts, culminating in retention of basic education resources. In this research we intend to approach the historical-dialectical materialism in the categories totality, mediation and contradiction, because it is a theoretical, methodological and analytical approach capable of understanding the dynamics and transformations that occurred in Brazilian basic education in the period in question, although admitting its complexity. The categories of the object are decentralization, autonomy and control. The research locus is located in the municipality of Santo Antônio do Tauá because it presents a higher frequency of PDDE processes in the State of Pará. In addition to the collection of theses and dissertations with thematic content of interest, documentary analysis was also adopted. the processing of data on PDDE processes with public consultation in the Accountability Management System (SiGPC) regarding the recidivism of executing agencies and school councils in pending and defaulting cases. Based on the identification of school boards with recidivism in defaulted PDDE processes, a semi-structured interview was used with former school counselors (coordinators, managers, treasurers, members) and those in the Municipal Department of Education directly responsible for the issues of control of the PDDE accounts. The results show a differentiated situation in the municipality of Santo Antônio do Tauá in relation to delinquency in the PDDE, conditioned by the lack of technical / pedagogical training of the members of the school councils, by the incidence of temporary servants as members of the councils, by the interference of the municipal secretary of education in the school board, which hurt their autonomy as a collegiate body, and political conflict, with constant changes in municipal management, which paralyzed the normal flow of supporting documentation in the rendering of accounts, besides the systematic changes in the staff. Situations that penalized the municipality that did not receive PDDE resources for basic education since 2016.
Acesso aberto (Open Access)
A permanência de docentes de universidade pública no trabalho após o direito à aposentadoria: um estudo no Brasil e em Portugal
(Universidade Federal do Pará, 2019-05-27) CABRAL, Maria da Conceição Rosa; NUNES, Cely do Socorro Costa; http://lattes.cnpq.br/1001445157177360
The present study aims to investigate the reasons for the permanence and working conditions of higher education teachers (professors) - linked to two educational institutions: Universidade Federal do Pará [Federal University of Pará] (UFPA) and Universidade de Lisboa [University of Lisbon] (ULisboa) - who remain in work activity after achieving the right to retirement. With regard to the aims, the study relates the reforms in the social security legislation and the postponement of public professors’ retirement in Brazil; identifies the reasons for the professors’ permanence at work; and, also, investigates their work conditions and the potential situations of intensification of such work in the final phase of their career. In order to reach the proposed aims, the methodological path that is inscribed in a qualitative approach, adopted four procedures: i) an incursion into the Brazilian and Portuguese bibliographical production, in the sense of making a descriptive synthesis of qualitative research carried out on the theme "teaching work in higher education and retirement"; ii) an analysis of documents that summarize the social security legislation related to the retirement of higher education teachers in Brazil and Portugal; iii) an empirical research, using interviews with UFPA and ULisboa professors; iv) a survey of secondary data on retirement processes. The results of the study showed the relationship between the rules of social security and the permanence of higher education teachers in Brazil, since the security reforms sentenced the public employees the prolongation of the time of permanence in the work and postponement of retirement. Regarding permanence, the study points out that the recognition of work; vitality and health; pleasure and satisfaction; and, also, identification and belonging stood out among the cited reasons. The retired women justify their stay, also, for enjoying more free time and freedom in their teaching work. Both at UFPA as at ULisboa, themes such as vitality and health of subjects, plasure and satisfaction, participation, contribution and cooperation, as well as the financial incentive have been identified as common reasons for the permanence of teachers at their universities. With regard to working conditions, the study showed that professors of both universities, during the last phase of their career, undergo the changes of the world of work, such as the reconfiguration of this work by the new ways of organizing the production process, which causes these professors go through intensified working conditions. From the triangulation of narratives, legal documents and literature review, the study concludes that the reasons for the permanence of higher education teachers at work result from a combination of elements, and that work is so central in the lives of these people that, even in intensified conditions, some intend to remain working until compulsory retirement and few evaluate the possibility of building other meanings for life outside the world of work.
Acesso aberto (Open Access)
Educação e responsabilidade social empresarial (RSE): o projeto Trilhas, do Instituto Natura, na Rede Municipal de Ensino de São Miguel do Guamá/PA
(Universidade Federal do Pará, 2018-12-05) MARTINS, Aurea Peniche; SANTOS, Terezinha Fatima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The research addresses EDUCAÇÃO E RESPONSABILIDADE SOCIAL EMPRESARIAL (RSE): O Projeto Trilhas do Instituto Natura na Rede Municipal de Ensino de São Miguel do Guamá/PA. It analyzes the implementation and implementation of the "Trilhas / Natura" Project in the Municipal Education Network and its consequences for the planning and execution of the local public educational policies. The question is how the "Trilhas / Natura" Project is implemented and implemented in the Municipal Network in São Miguel do Guamá and what its consequences for the planning and execution of local public educational policies? The hypothesis raised is that the "Project Trails" of Natura implements and implements within the municipality the logic of Public-Private Partnerships (PPP's) in education, and in this way removes the public character of education, applying management principles derived from logic business. The theoretical-methodological reference of the historical-dialectical perspective aims at this research. The proposed methodological path is anchored in field research. As a research technique, we used bibliographical review, document survey, and semi-structured interviews with the subjects involved in the research. The results are in line with the research hypothesis, since the "Trilhas Project" is implemented in the Municipality without a formal contract and due to this, the division of specific responsibilities between the Municipality and the Natura Institute is not clear, since the implementation to project implementation. The municipality adapts to the project and not the other way around. We conclude that in the scope of PPPs in education, the State is strengthening the Capital. The criticisms of this logic are restricted to the theoretical field, because the educational systems are accepting, since they are immersed in the scrapping of the public and thus they become hostages of the "awards" of the PPP's. Finally, the democratic state, which ought to take care of public interests, does not do so, in the analysis of Marx as a "committee of the bourgeoisie".
Acesso aberto (Open Access)
As transformações no mundo do trabalho e as implicações na formação dos pescadores artesanais na Amazônia tocantina
(Universidade Federal do Pará, 2019-02-28) BARRA, José Domingos Fernandes; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523
This thesis examines the transformations of the world of work and its implications for the training of artisanal fishermen in the municipality of Cametá, on the banks of the Tocantins River in the state of Pará. It is a work that shows the changes that have changed the life of the fisherman. The reconfiguration of their life dynamics and the strategies adopted for these fishermen to form, faced with the demands of the contemporary world, from the various forms of interaction that are established in the work in relation to the river. This is a qualitative research that uses the case study. To carry out this research, a bibliographic survey was carried out on the ground in the bordering communities of the Amazon tocantina, in particular in the communities of Rio Ovidio and Joroca de baixo, in the municipality of Cametá, where interviews were conducted. semi-structured questionnaires and participant observation. We process informant statements via content analysis. Among the categories of work, training and qualification, we seek the theoretical orientation of research in Marx (2008), Gramsci (1987, 1988, 2006), Antunes (2003, 2006, 2009, 2013), Diegues (2015), Marx and Engels (2006, 2007), among others. The analyzes led to investigations of what is expected of working in a peripheral territory, in a peripheral Amazonia. It was also important to realize that in this world of work, artisanal fishermen are “framed” in a unilateral perspective, based on the logic of global capitalism, where rural territories are invisible in the field of artisanal fisheries. On the other hand, it is possible to highlight the resistance, the forms that these fishermen have sought to confront in the world of work, since the human formation in the Christian communities and the Prelature of Cametá and, consecutively, in the logic social movements, referring to the Cametá Z-16 fishing colony, which has influenced the constitutive process or the production of knowledge or forms of participation and has, through a dialectical process, redefined their knowledge by adapting social practices and economic. There have been changes in the world of work that have resulted in the process of establishing the artisanal fisherman, because the world of work is in contradiction with the changes made to the fishing territories, while giving access to the necessary consumer goods, lifestyle with quality; combined with this, conviviality with environmental problems, intensified by the practice of work, by the cultural actions coming from the capital, generated conflicts, migrations and a proletarianization of the fisherman
Acesso aberto (Open Access)
“A educação para ser boa deve ser religiosa”: romanização e civilização no projeto educativo do Bispo Dom Antônio de Macedo Costa para a Amazônia (1861 - 1890)
(Universidade Federal do Pará, 2019-02-22) COSTA, Benedito Gonçalves; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
The research object from this thesis is the project of education of the bishop D. Antônio Macedo Costa, who acted in Pará in the period of transition from the Imperial Brazil to the Republica. The main goal of these studies is to analyze, having as a basis the historical and intellectual culture, contented in this referred project of education. The problem which guided our investigation, can be summarized in a simple question: which project of education had the bishop D. Antônio Macedo Costa to modernize the Amazon Region? Theorically it is a thesis based in the historical field, registered in the command of the history of Education as well. Metohodogically we worked with a great variety of sources which includes: texts or the own bishop, tests from newspapers, reporters of the presisents from Pará and Amazônia provinces, iconographies between others. I has been developed, basically into five great main points: 1) Bishop's biography; 2) Bishp's positioning up against to social and historical condition in the Amazon Region; 3) the political and ideologic fights which bishop had against social groups to defend his project of education; 4) Theiritical basis in the bishop's project of education; 5) The actions he made and the institutions he created in the scope of education. the results confirm the initial hypothesis that bishop though and developed a project of education for tha Amazon Region in the XIX century, founded over catholic romanized reform processing in the briest of the catholic church since the Trent Council, instituted by Pope Pio IX. But it also demonstrates that such that this project tok part of a political strategy wider from bishop of keeping under catholic church control, bodies and minds to the Amazon residents. For that, it has been necessary to see again his strategy and to associate the basis of Jesuit Pedagogy, which had as a basis the Romanic Pedagogy. In ainterlate builtfrom a solid religious formation and to the confrontation to a reality which scaped at his hands, mobilized by the ideas of modern pedagogy. The bishop D. Antônio Macedo Costa"s attitude marked the history of education in the north of Brazil.
Acesso aberto (Open Access)
Representações sociais sobre crianças e infâncias em teses e dissertações da Amazônia
(Universidade Federal do Pará, 2019-02-25) TRINDADE, Marileia Pereira; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study deals with the social representations about children and childhood present in theses and dissertations of the Amazon. The main objective of this research is to: apprehend the social representations about children and childhood in theses and dissertations of graduate programs in education in the Amazon that have developed research with children. The theoretical field of this thesis was supported by the following tripod: social representations, children and childhood and research with children. The first theoretical field relies on such authors as: Moscovici (2003), Birth (2014), Jovchelovitch (2014) and Marková (2017). The second theoretical field is mainly based on: Bujes (2000, 2002); Quinteiro (2002); Faria, Demartini and Prado (2009); Corsaro (2011); Del Priore (2010); Ariès (2014); Qvortrup (2014, 2015) and Sarmento (2005, 2013, 2015). The third theoretical field is based on: Soares; Sarmento; Tomás (2005); Mullër; Redin (2007); Müller; Carvalho (2009); Oak; Müller (2010); Lee (2010); Agostinho (2010); Son; Barbosa (2010) and Fernandes (2016). This is a bibliographical study with a qualitative approach. It constitutes the corpus of analysis 2 theses and 20 dissertations registered in the Bank of Thesis and Dissertations of Capes. For the data analysis, we used the techniques of content analysis proposed by Bardin (1977), which involved the steps of pre-analysis, material exploration and treatment of results, inference and interpretation. In this process of analysis we identify meanings about children and childhoods, from which we perceive objections and anchorages that make up the social representations about children and childhoods present in the analyzed productions. The results revealed meanings about children and childhood, listed as follows: 1) senses about childhood: childhood as historical, social and cultural construction; childhood as a social category of the generational type; childhood as an individual life time; 2) senses about child: child as social actor; child as subject of law; play and imaginary as essential elements for children; 3) senses about the children of the Amazon: the children of the Amazon are immersed in daily activities; the natural environment is an important element in the daily life of children; the life of children is permeated by universal and unique aspects. Based on these meanings, we have grasped the following objections and anchorages about children and childhood: childhood has an image of a permanent social structure, anchored in the sense of a social category of the generational type, the individual image, anchored in the meaning of individual life time lived by the subject and the image of diversity, anchored in the changes through which childhood permeates both from a structural and individual perspective; children are characterized by the image of a social actor, anchored in their agency about the world and the image of plural subjects, which denotes that children live in a specific childhood, coexist in a multiplicity of social contexts and seize the most diverse social elements arising from their life contexts and other contexts with which they establish relationships. Faced with these images about children and childhood, the thesis is that the authors of the analyzed productions, when developing research with children, have social representations about children and childhoods sustained in the social valorization of them. They recognize the protagonism of children and the notoriety of childhood in the social world.
Acesso aberto (Open Access)
Políticas de assistência, proteção e educação à infância pobre, abandonada e órfã e as ações da Prelazia do Xingu no município de Altamira – Pará (1970-1979)
(Universidade Federal do Pará, 2019-02-21) FREITAS, Léia Gonçalves de; ALVES, Laura Maria Silva Araujo; http://lattes.cnpq.br/6009592378453661
The thesis entitled “Assistance, protection and education policies for poor, abandoned and orphan children and the actions of the Prelature of the Xingu in the municipality of Altamira - Pará (1970-1979)” is part of the Social History of Education and History of Education, notably in the History of Pará Childhood. We understand the relationship between Child Protection, Protection and Education Policies, based on Kuhlmann Jr. (2010), which states that it must be understood from the Assistance / Protection binomial, since it represents the broader conception of the care modality, the role of the State, Organizations and Civil and Religious Society in the context of public policies, concomitant to the process of national development, designed for the Brazilian social protection system for children throughout the 20th Century. In this scenario, the Prelature of the Xingu is a religious institution that, since the beginning of 1936, has been active in the political, religious, social and educational process of this city and region of the Transamazon and Xingu. In relation to childhood, it has always been at the mercy of a lack of state policies, from the time of the founding of the city in 1911 until the 1970s. Thus, as a promoter of socio-educational and protective policies, the Prelature of the Xingu comes progressively being recognized by the local community as an institution that fought for better conditions of life for the population and demanded recognition of the Transamazon as territory of belonging. In this sense, the research aims to identify and analyze the impacts, repercussions and resistances that the assistance, protection and education to the poor, abandoned and orphaned children developed in the municipality of Altamira (PA) by the Prelature of the Xingu, in order to caused by the migratory process in the Xingu region, mainly motivated by the supposed progress attributed to the construction of the BR 230 Transamazônica highway, in the 1970s. Thus, seeking to respond to the objectives proposed in this thesis, we adopted as a research methodology the qualitative approach of the documentary type, added by the technique of narratives, reflected in the light of the theoretical and methodological reference of Ricoeurian, who understands that the use of documents helps us to rescue forgotten history, while the narratives contribute to the filling of “gaps” and “incompleteness” emerged during the research; consequently, both should be appreciated, valued and interpreted from the analytical matrix of discourse as a work. In relation to the construction of the corpus, we use: a) written sources - Brazilian Presidential Report / Message to the National Congress (1970-1979); Congregational work plan; action plan; statutes and regulations; and overview of the Xingu Prelature; letters; crafts; opinions; diverse literature on congregations; newspapers; letters; photographs; poetry e poems; b) oral sources - interview with a religious of the Congregation of the Adorers of the Blood of Christ. As a result, the study pointed out that, in the midst of the State's omission to provide childcare policies in Altamira, as envisaged in the Minors Code, Law No. 6,697 of 1979, which guarantees the provision of education, health, protection, social assistance, and other fundamental social rights, the Xingu Prelacy instituted important activities: 1) in the area of assistance, it founded dispensaries, shelters, and distributed food, clothing and footwear for the implantation of the social assistance of the Pastorals of the family, youth and childhood that had as pedagogical and philosophical ideal the Liberation Theology and the Pedagogy of Love; 2) in the area of protection, aimed at caring for the body and the environment, in addition to measures aimed at maternity, feeding, vaccination, disease eradication and child mortality; 3) in the educational field, offered domestic education, vocational and primary education in orphanages and institutions with Christian principles. In these environments, the purpose was to work on human promotion, religion and moral and ethical values, as they are, alongside the work of the pastoral ministry strictly said, the concern of the Xingu Church, specifically in a desolate scenario left by the disorderly process of the occupation of the city, due to the construction of the BR 230, an undertaking that compacted with the developmental policy that has in the materialization of the violations of basic social rights its deepest mark of “progress” implanted in local territories. In the case of infancy, the reflexes generated serious social and structural problems and a state of worrying poverty, resulting in poor housing conditions, lack of health care, education, safety and leisure.
Acesso aberto (Open Access)
Políticas de educação e terceiro setor: o pacto pela educação do Pará
(Universidade Federal do Pará, 2018-12-06) QUEIROZ, Luiz Miguel Galvão; SANTOS, Terezinha Fatima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The thesis titled "Education Policies and the Third Sector: The Pact for Education in Pará" presents as object of study the public-private relationship in the Pact for Education of Pará, considering that this instrument materializes the educational policies in the state public network Paraense , articulated to the interests of the public and private sectors. The general objective of this study is to analyze the publicprivate relationship in the Pact for Education of Pará. For the theoreticalmethodological foundation of this study, we consider relevant the contribution based on historical-dialectical materialism, since it is appropriate as it allows the construction criticism about the reality analyzed through the capture of the contradictions of the plot around the public private relation in the promotion of educational policies through the third sector in the Pact for Education of Pará. The study was conducted methodologically through literature review in the light of such as: Adriana (2008), Peroni (2009), Frigotto (1993, 2010, 2016, 2017), Saviani (2007), Santos (2013), who discuss the object investigated and served as reference, complemented by documentary research and of the field with the use of semistructured interview with subjects who experience the actions of the Pact for the Education of Pará in the public network estad ual paraense Historically, in Brazil, this relationship of partnership between public and private reveals how privatized the state is, and has been and remains submissive to economic groups, which take turns and reproduce themselves in accordance with the reproductive dynamics of capital. In the course of the research it was possible to confirm that the State reformulated to promote the reproduction of capital and, through successive reforms, made adjustments in the political and administrative structure aiming to continue the process of accumulation. Thus, the capital crisis experienced in the first decade of the 21st century enabled the state to create conditions for survival in economic market groups, and in the state of Pará, the government strategy consisted of the creation of the Pact for Education of Pará, with a focus on obtaining loans from international financial organizations, in the specific case, the Inter-American Development Bank (BID), and subsequently applying these resources in educational programs and projects related to entities of the Third Sector, appendices of capital. The results of the study reveal that the private public relation in the Pact for Education of Pará contributes to the privatization of precarious education in the state public network in Pará. And through an educational planning dictated by entities representative of capital, the Paraense state public network surrenders to the logic of the dictates defined by the international organisms in the construction of the educational proposal directed to the attendance of the educational demands of the society.
Acesso aberto (Open Access)
Formação de professores de dança: um estudo da etnocenologia a partir das narrativas dos egressos da Licenciatura em Dança do PARFOR/ETDUFPA
(Universidade Federal do Pará, 2018-12-19) PEREIRA, Ricardo Augusto Gomes; PAIXÃO, Carlos Jorge
This thesis studies the training of the teacher of Dance, which constitutes the object of analysis from the categories "popular culture" and "Ethnoscenology", in the context of the Basic Education Teacher Training Program (Programa de Formação de Professores da Educação Básica – PARFOR), conducted by the School of Theater and Dance of the Federal University of Pará (Escola de Teatro e Dança da Universidad Federal do Pará – ETDUFPA), in the course of Graduation in Dance, between 2011 and 2018. Problematizes the said themes in the conduction of the course, whose graduates are the subjects of the research. It aims to analyze the evidences of popular culture and Ethnoscenology in the narratives of the graduates of the course of Graduation in Dance. To achieve this, it attaches itself to ethnomethodology and narrative analysis, which was made possible through conversations to identify what goes through the lines and the meanings that the subjects attribute to the teacher training, popular culture and Ethnoscenology. The results show that the training of the Dance teacher in PARFOR has improved 81 teachers in five municipalities (Castanhal, Capanema, Santarém, Marabá, Mãe do Rio), and that the reflexes of this training began to take effect, since, despite not having the objective conditions for the teaching of Arts in the language of Dance, the process experienced during the course influenced the work of the teachers, which has in Ethnoscenology an important entity, since it is associated with popular culture in school activities through work with the body and with the movement in the artistic and pedagogical perspective. Through the narratives of the former students of the Graduation in Dance, concludes that the formation of the dance teacher has evidenced Ethnoscenology and popular culture through the work of the graduates in the schools; however, this is not theoretically reflected in the speech of these subjects. Regarding the use of the narratives, it considers that they were revealing in terms of the pedagogical work that these professionals have been carrying out in the schools in the interior of Pará.
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/2060977814636465
The 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.
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/1723722364556016
The 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.
Acesso aberto (Open Access)
Educação do campo no Amazonas: história e diálogos com as territorialidades das águas, das terras e das florestas
(Universidade Federal do Pará, 2017-12-18) VASCONCELOS, Maria Eliane de Oliveira; HAGE, Salomao Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The construction of the Field Education History has roots in the social movements of struggle for the land, that is articulated to the struggles for the water and forests. The education of rural people was marked by assistancialism and by the denial of cultural, social and environmental diversity, while historically, strategies of resistance were built to face this reality of exclusion. In the 1980s, 1990s and the beginning of the 21st century there were articulations of different social movements and popular organizations in the struggles for education. As a result, legislation was approved to include Field Education in the agenda of Brazilian public policy. However, the effectiveness of this policy depends on the mobilization of the collective subjects of the field in each state or municipality. This study analyzed the construction of the Field Education History in the Amazon from the experiences of participation of collective subjects of the field in dialogue with the socio-cultural diversity of the rural peoples and from the territorialities of territories of water, lands and forests, in the period of 1980 to 2015. The investigative path based on a dialogical perspective and historical perspective, with the use of oral sources, through thematic oral history methodology and documentary sources, which were collected from February to October 2016, and in May 2017. We used data triangulation, which allowed the analysis of these through the dialogue between oral sources, documentary sources and the theoretical perspective. The construction of the Field Education History in the Amazon is articulated with the trajectory of social movements and popular organizations of the 1980s and 1990s, such as the MEB/AM, the Ribeirinho do Amazonas Movement, GRANAV and NEPE/UFAM, which acted in the area of popular education and problematized the reality of the education of the rural people and the questions concerning the territories of water, lands and forests; problems that are also highlighted by other collective subjects of the beginning of the 21st century. Influenced by the historical context of extensive mobilizations and debates around the Field Education at the national level, different collective subjects from Amazonas such as: INCRA/PRONERA/AM, UFAM, UEA, IFAM, CPT/AM, FETAGRI/AM, Boa Vista do Ramos and SEMED/Manaus, mobilize for the Field Education in Amazonas, demonstrating that this Education is under construction, in debate, in movement. And as a result of this construction, we defend the thesis that the History of Field Education in the Amazon dialogues with the territorialities of water, lands and forests, and with the diversity of the world of work, articulated to the protagonism of collective subjects of the field that has been deepening the debate on Field Education in the Amazon.
Acesso aberto (Open Access)
Representações sociais de professores do curso de enfermagem de instituições de ensino superior públicas sobre práticas obstétricas: implicações para a formação docente
(Universidade Federal do Pará, 2018-02-23) CARNEIRO, Marcia Simão; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
The object of this study is the Social Representations of teachers from the public Higher Education Institutes about obstetric practices and its implications for teacher training. Higher education teacher training is a relevant topic because some higher education courses do not have this obstetric training. The higher education teachers have the task of training professionals with instrumental competence and critical thinking citizens to change social realities. Despite these specificities, these teachers have initial training in various areas of knowledge, such as: nursing, medicine and others that differ from the teaching career. Related to nurses and teacher training in obstetric nursing, it is worth mentioning that in Brazil the obstetric care models are adopted: biomedical and humanistic. While the obstetric scenario is characterized by the child-birth intervention; high rates of mother’s morbidity and mortality and an epidemy of caesarian delivery which characterizes as a social problem. Based on these circumstances, we elaborated the idea that humanistic obstetric practices determine the obstetric nursing training in public Higher Education Institutes. Thus, we resolved the research issue: How do teachers from the public Higher Education Institutes constitute the social representations about obstetric practices and its implications on the teacher training? The general aim: to analyze how nursing teachers of the Higher Education Institutes constitute the social representations about obstetric practices and its implications on the teacher training. And the specific aims: identify the profile of nursing teachers who teach obstetric nursing in the Higher Education Institutes; characterize the objectification and anchorage which make up social representations of nursing teachers from the Higher Education Institutes about the obstetric practices; point out the social representations implications about the obstetric practices for teacher training. It is an analytical descriptive, qualitative study, in accordance with the Social Representations Theory in its procedural approach. The methodological techniques applied were: Debate groups; questionnaire and Words Free Association Test. The selected individuals, according to inclusion and exclusion criteria, were fifteen teachers of the Nursing Course from public Higher Education Institutes who teach obstetric nursing in Belém do Pará. The analyzes was according to the thematic category content technique. From these emerging the dimension 1 – obstetric practice; dimension 2- initial training; dimension 3 – the teacher’s identity. From the Words Free Association Test analysis emerged the first, second and third words evoked about obstetric practices which originated the dimensions: evaluative, of the place, educational and instrumental. We concluded that the social representations of obstetric nursing teachers from the Higher Education Institutes about obstetric practices develop images in evaluative and of the place dimensions and elaborate meanings that lean on the educational and instrumental dimensions. We support the thesis which the teacher’s social representations about obstetric practices are organized among humanized knowledge and action. These practices are conditioned to areas that demand an educational process to adapting to instrumental knowledge in this area. We recommend the introduction of subjects about teacher training in the initial and continued training of nursing courses; adjustment of curricular content of obstetric nursing; teachers appreciation and revise the internship programs which do not enable to apply theory with practice.