Dissertações em Educação e Cultura (Mestrado) - PPGEDUC/Tocantins/Cametá
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/11415
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Item Acesso aberto (Open Access) Universidade território indígena: política de acesso e permanência para estudantes indígenas na UFPA(Universidade Federal do Pará, 2023-10-31) FERREIRA, Darlene Branches; MAGALHÂES, Benedita Alcidema Coelho dos Santos; http://lattes.cnpq.br/7484794171047694; https://orcid.org/0000-0001-7536-5184; SILVA, Gilmar Pereira da; http://lattes.cnpq.br/7624395840820523; https://orcid.org/0000-0001-9814-9089Item Acesso aberto (Open Access) "É fácil ser cristão quando se vive bem como eles": educação, cultura e engajamento feminino em Angola. (1939 - 1970)(Universidade Federal do Pará, 2023-08-08) PINHEIRO, Daélem Maria Rodrigues; LEAL, Luiz Augusto Pinheiro; http://lattes.cnpq.br/7967678999713659This paper aims to understand the political action of women in the process of independence of Angola, and the Methodist educational influence. Especially those who were part of the anti-colonial resistance. The analysis has as main objective to understand the Methodist Protestant missions in Angola and their performance in the development of formal education for girls, especially analyzing the performance of Deolinda Rodrigues during the period of anti-colonial struggles. The documentation used for the research was the Diary of an Exile without Return. Luanda: Nzila, 2003 by Deolinda Rodrigues the Statement of the Reverend Malcolm MoVeigh of Stanhope, New Jersey, missionary of the Methodist Church to Angola, Africa, 1558-1961 and the book "Colonial Angola photographed by Methodist missionaries", published by Paul. A. Blake. foundation Agostinho Neto, 2019. Access to the documents was made possible thanks to the use, as research methodology, the digital collections, essentially through the Tchiweka Association of Documentation (ATD); the Mario Soares Foundation and Memories of Africa and the West. The research was developed through the digital collections, according to Almeida (2011), the internet enables the "reduction in space" and the expansion of the historian in the research. The applied methodology is based on research on this theme. For this, we work with the following bibliography, OYEWÚMÍ (2021) will be the basis for analyzing the gender issue beyond the West, without homogenizing and understanding gender issues on the African continent, as a colonial social construct. Paredes (2010), analyzing the Methodist church and the MPLA movement through the writings of Deolinda Rodrigues, which the author makes an analysis of Deolinda's education through the church, her entry into the MPLA and the criticism reported by Deolinda Rodrigues in her personal diary. Whose results, consisted in the perception of understanding that formal education conducted by the Methodist missions was synonymous with greater educational possibilities for many Angolans who were fighting against Portuguese colonialism.Item Acesso aberto (Open Access) Capoeira: sobrevivência e resistência na sociedade do capital(Universidade Federal do Pará, 2023-08-14) SILVA, Francisco Márcio Costa da; SILVA, Élido Santiago da; http://lattes.cnpq.br/3584642268601018; https://orcid.org/0000-0003-2545-0860The present study within its scope brings forth notes that outline the current configurations of Capoeira and its functions in the everyday social context. From the premise that Capoeira is a practice originating from the diaspora as a means to resist an oppressive system (ABIB, 2004), and it was consolidated in Brazil during the period of slavery (Rego, 1968), it still endures and has both national and international reach, being present in over 150 countries across the five continents according to the latest survey by IPHAN (2014). The central concern of this research endeavor lies in comprehending the resilience of a longstanding practice stemming from the era of enslavement in the context of the contemporary capitalist system. As posited by Mészáros (2005), which commodifies all aspects of existence. References employed for this study include Marx (2007, 2008, 2011, 2013), Mészáros (2005, 2015), Antunes (2009), Vasquez (2011), and various others, thereby providing foundational insights into the workings of the aforementioned system were used. Regarding Capoeira, this study draws upon the works of Rego (1968), Brito and Granada (2021), Khol (2014), Araújo (2006, 2008), Campos (2001, 2009), Falcão (2004, 2011), Abib (2004), among others, to elucidate the conditions and various facets through which Capoeira has evolved as a sporting and cultural practice, persevering over time and in response to structural changes driven by capitalism. In pursuit of comprehending how Capoeira endures to the present day and the dimensions it encompasses, an extensive search was conducted both nationally and internationally to engage with individuals who have been practitioners of Capoeira for a minimum of ten years. They were queried about the ways in which Capoeira manifests itself within their respective contexts. As a result, it was observed that there have been numerous changes in this practice since its inception. However, it is its ability to undergo metamorphosis that has enabled it to adapt to social demands, transforming itself into a pluralistic practice. However, its condition as a commodity was emphasized as predominant. This path has ensured other possibilities for survival within the capitalist system, with labor (both in its formative and subsistence aspects) serving as the foundation that has facilitated its longevity and continuity to the present day, reaffirming Capoeira's embryonic role as a form of resistance in diverse circumstances.Item Acesso aberto (Open Access) Trabalho, saberes e práticas de pesca das mulheres ribeirinhas da ilha Saracá, Limoeiro do Ajuru (PA): resistência das pescadoras artesanais(Universidade Federal do Pará, 2022-12-27) GONZAGA, Raimunda Moraes Silva; RODRIGUES, Doriedson do Socorro; http://lattes.cnpq.br/1127076028303549; https://orcid.org/0000-0002-5120-2484The present work deals with political-identity knowledge built during the formation process of the Associação das Mulheres Trabalhadoras na Aquicultura e Agricultura da Ilha de Saracá (AMAIS), Limoeiro do Ajuru (PA). This research aimed to analyze the political-identity knowledge of women fishermen and farmers in the development of their work and organizational activities, based on AMAIS. Historical-Dialectic Materialism is taken as a methodological guideline, with a qualitative approach, using a semi-structured interview, following content analysis to understand the informants' narratives, based on their work experiences. As a theoretical basis, the readings of Marx (2013), Marx and Engels (2007), Rodrigues (2012), Martins (2017), Barra (2019), Furtado, (2017), Raffestin (1993), Pereira (2014), Lerner (2019), Davis (2016), Toledo (2008), among others. The research problem was constituted in the experiences of a fisherwoman, in academic experiences, in dialogues with the community and in social struggles. To this end, the research revealed at first that, even before AMAIS existed, the women who formed it already had knowledge related to their experiences and their work practices. However, in the performance of their functions as workers developed from the association, these women built political-identity knowledge that re-signified their struggles in their community. This knowledge was identified as political-identity knowledge of autonomy, as it concerns the decision-making power of these women in their work without interference or external coercion from third parties, which demonstrated a principle of freedom and independence. Political-identity knowledge of class consciousness that presents itself as a collective consciousness and organization of minority groups in favor of a class. The political-dental knowledge of cause knowledge that is related to the knowledge acquired through experiences and observation experienced in everyday life and that led them to have a good theoretical basis on their rights as fisherwomen. We also identified in the research that women have always played important roles in the defense of the environment, during the analyzes this was verified due to the presence of AMAIS fishermen in manifestos and claims in favor of the Amazon. Finally, it was found that, even amid the inactivity of AMAIS, the knowledge that was built in the course of its affirmation processes still remain alive, helping them in the social causes of the region.Item Acesso aberto (Open Access) A subjetividade da pessoa surda na escrita do português como segunda língua: constituições, educação e surdez(Universidade Federal do Pará, 2022-11-28) LOBATO, Merian de Cristo; FALABELO, Raimundo Nonato de Oliveira; http://lattes.cnpq.br/0245521381922053; https://orcid.org/0000-0003-1193-8072The research entitled “The Subjectivity of Deaf Person in Writing Portuguese as Second Language: Constitutions, Education and Deafness”, presents the analysis of texts written by young deaf participants of the Project “Laboratory of Portuguese Language Teaching for the Deaf” that happened through the GEPEES Group. The objective of the project was to provide the deaf the development of the written language in Portuguese because to the great difficulty presented by them when writing. This difficulty was verified from the dialogues established with the deaf community from the other projects, as well evidenced from the first written record requested at the first moment of our meeting. The analysis of written texts provided this investigation that has as main objective: understand the subjectivity of deaf people through the production of senses and meanings that emerge from productions written in Portuguese as a second language, and as specific objectivies: to carry out theoretical reflection about the deaf education, about process of inclusion and on the debates around this theme; Discuss the issue of subjectivity and thus to guide the analysis of this research from the looking of written material, of elaboration process of this product called written production. As methodology, Vygotsky's cultural historical perspective (1983) used which, ally to with the studies of authors who focus on this subject and the assumptions of the ethnographic analysis, supported this research. The project that gave rise to this investigation was elaborated from interactionist approaches and pedagogical strategies, that started from the understanding of the deaf person as holder of cultural specificities, where activities mediated by sign language were developed. Thus, we conclude from the deaf written analysis that it presents the voices of subjectivities constituted in intersubjective relations in the socio, cultural and educational contexts, sometimes affirming the linguistic subjectivity acquired throughout life through sign language, sometimes presenting in the written materiality, the Portuguese Language from the recognition and linguistic relevance that this new language can make possible for him/her to expand the field of learning.Item Acesso aberto (Open Access) O SISPAE e a qualidade do ensino: diagnóstico das escolas públicas de ensino Médio no município de Breves-PA a partir da análise de indicadores educacionais (2011 a 2020)(Universidade Federal do Pará, 2022-11-30) MARTINS, Edilene Santos de Farias; ALVES, João Paulo da Conceição; http://lattes.cnpq.br/8550073679337988; https://orcid.org/0000-0002-9549-3906This dissertation aims to elaborate about the educational quality obtained by large-scale assessments, specifically the System of Educational Assessment of Pará - SisPAE, from its implementation. This public policy was implemented by the Program for Quality Improvement and Expansion of Basic Education Coverage in the State of Pará, through actions developed by the Pacto pela Educação do Pará movement, which uses SisPAE as an instrument for regulating and controlling the quality of basic education in Pará. In this way, the research intends to analyze the diagnosis of high school quality in the state network of the municipality of Breves-Marajó, from SisPAE, in the period from 2011 to 2020. Thus, we seek to: a) know the elements that are being considered in the public policies to promote educational quality in Brazil considering the reorganization of the educational system after the 1990s; b) understand the process of implantation of SisPAE in the State of Pará and the relations with the politics of neoliberal character of global context; and c) identify, in the time frame of ten years (2011- 2020), whether the implementation of SisPAE obtained the intended results for public schools in the Breves region, given its highlighted relevance in the goals established in the plans defined for education and the strong influence of multilateral organizations. As a methodological procedure, documental research was adopted in different sources on economic, social and educational indicators, reports, contracts, regulations available on websites, official organs of the State and International Organizations. It was used as a method, the analysis of content in the data collected through the qualitative approach. After the analyses, it was verified the limitation of the Pará evaluation system in relation to the educational quality in the analyzed period. It is observed that this policy, based on standardized tests, converges with the guidelines of international organizations, by using managerial instruments to promote educational quality. By legitimizing the indicator as a thermometer of educational quality, which is the use of student performance, they reveal a reductionist character of education, as it excludes important intra and extra-school factors. However, even the analysis pointing out the inefficiency of public education in the municipality, due to the low results of SisPAE, the way in which the market uses to consolidate the hegemonic thinking about public education, the flow indicators, access and socioeconomic conditions, reveal that the region's social inequality is the most relevant variable in the negative results in large-scale evaluation, and not simply the school, teacher and student.Item Acesso aberto (Open Access) Saberes tradicionais a partir do jogo de búzios no Candomblé(Universidade Federal do Pará, 2022-06-24) LOPES, Daniel Sena; PARENTE, Francilene de Aguiar; http://lattes.cnpq.br/9404017739145648; https://orcid.org/0000-0003-2740-9343This research is part of the study on Afro-religiosity with practitioners and participants of Candomblé in Abaetetuba/Pará. Its purpose is to analyze how the exchange of traditional knowledge takes place from the game of cowries in Candomblé. Methodologically, it is an autoethnography, a method that can be used in research and writing, as it proposes to systematically describe and analyze the personal experience, in order to understand the cultural experience (ELLIS, 2004). bibliographies on education, culture, resistance, orality, memory, identity and traditional knowledge in Afro-Brazilian religions, with theoretical support in: Little (2001); Cunha (2007); Brandão (2002); Freire (1987); Libâneo (2004); Lody (2007); Braga (1988); Beniste (2008) and others. Data were collected through online interviews through the Google Meet platform with research participants. The fieldwork sought support in the experiences of the Afro-religious community Igbá Asé Ibin Layé, popularly known as the Oshalufã Center for Mediumship Manifestations - CEMMO, in which the observant participant researcher is pai de santo, a term that suggests the preponderance of participation over observation. 10 (ten) subjects were interviewed, 4 (four) declared to be practitioners of the Afro Brazilian religion and 6 (six) participants. Of the 10 (ten) interlocutors, 4 (four) were selected, 2 (two) practitioners and 2 (two) participants for the deepening of the research, with a view to greater approximation with the object of investigation. The tabulation of queries processed in the period from 2010 to 2019 was carried out, gender, reason for the query and religious positioning were analyzed, to identify in this exchange of knowledge how the pedagogical process is developed from the ritual of the game of whelks. As a result of this research, it was found that: the object of study was not the terreiro, but what happens in the terreiro; terreiros are not frozen in the past; the pedagogical process within the terreiro is dynamic and transformative; the pedagogies in the Candomblé terreiros are configured in acts of resistance.Item Acesso aberto (Open Access) Transescritas da diferença: movimentos para transcriar a educação com Clarice Lispector e Virginia Woolf(Universidade Federal do Pará, 2022-06-28) VEIGA, Ademilson Filocreão; COSTA, Gilcilene Dias da; http://lattes.cnpq.br/2934771644021042; https://orcid.org/0000-0002-7156-5610Trans-writings by Virginia Woolf and Clarice Lispector propel thoughts to trans-creating education, through the devires-writing raised in the works Mrs. Dalloway (2017) and Orlando (2014), by Woolf, and The passion according to GH (2009) and The star hour (1998), by Lispector. The articulation through which the architecture of this study moves is to vibrate, from Lispectorian and Woolfian trans-writings, devires writing with movements of thinking and creating, and from these, to compose and mobilize both literature and education in image-less thoughts that urge us to a trans-creating of education through the signs of learning that come from such dislocations. Literature, philosophy of difference, and education are intertwined in the authors' trance-like languages, creative powers that collide and move away, composing multiple provocations about other ways of seeing, living, and intervening in the educational field. The Lispectorian and Woolfian lines of escape walk with intercessors such as Deleuze and Guattari, Corazza, Bachelard, Barthes, Proust, Rolnik, Passos, Butler, Foucault, Gallo, Tadeu, Zordan. In each exposed crack, a gap opens for thought, moving it to the obscure corners, the abject bodies, the extemporaneous times, the reverse and the indomitable of education, leave their tracks like ghosts, like shadows, like new paints to be transcribed and blurred, like Orlandes and Macabéas, GHs and Clarissas, like humidities and grasses that insist on being born in the most uncomfortable spaces, among others. The violence of the encounter with these writing-devirals triggers the deautomatized thinking, the thinking without image, and then mobilizes new signs of learning. Clarice and Virgínia, in being trans-written here, emit multiple devires-writing, and such devires also provoke trans-creations in education, as they crack into signs of learning, senses, thoughts, creations to move through educating. Both the becoming-writing, of trans-writing, and the signs of learning, of trans-creation, are emulsified in a thought without image that does not try to be homogeneous. This image-less thinking is, on the contrary, an intensive effort of agitation, of difference. The trans-writing arts of Woolf and Lispector flow into a trans-creation of education with difference.