Dissertações em Educação (Mestrado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319

O Mestrado 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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Que você veio fazer na sala de aula? intelectuais indígenas brasileiros e a educação
(Universidade Federal do Pará, 2019-05-20) RODRIGUES, Uisllei Uillem Costa; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245; https://orcid.org/0000-0001-8240-9704
The research object of this dissertation is the indigenous intellectuality and its academic production in Postgraduate Programs. Access to school education for indigenous peoples at all levels is not a recent phenomenon, although new contexts and paths have been outlined today. The general objective is to analyze the thinking of the Brazilian indigenous intellectual about education, manifested in thesis defended in postgraduate programs, in order to understand their political meaning. Depending on the main objective, we outline the specific objectives: 1) Carry out a bibliographic review of studies about this intellectual; 2) Analyze the concept of indigenous intellectual; 3) To discuss the relationship between schooling and intellectuality of this subject; 4) To survey the names of Brazilian indigenous intellectuals; 5) To verify, from the relationship of these Brazilian indigenous intellectuals, those who dealt, in thesis and dissertations, with the question of education; 6) Analyze the thinking of this intellectual subject on education in thesis and dissertations; 7) To verify, from the materialization of the thought of this intellectual about education, its political sense. Methodologically, the research is developed from the assumptions of content analysis. The issues raised: 1) Who are the Brazilian indigenous intellectuals? 2) What are the contributions of schooling to the construction of this subject's intellectuality? 3) How is the thought produced by this intellectual presented? 4) How does the theme "Education" and the educational phenomenon materialize in indigenous intellectual thinking? The hypothesis initially raised is that the thinking produced by indigenous intellectuals in their thesis and dissertations presents a critical view of indigenous school education. The initial idea we raised was that indigenous intellectuals produced (and still produce) a thought that reflects, above all, the ethnic identity of their indigenous group of belonging. Thus, the materialization of the thought of this intellectual would be marked, among other things, by a deep identity affirmation. The results show that indigenous intellectuals do present a critical interpretation of school education offered to their peoples, even though ethnic knowledge does not manifest itself so explicitly. It has been demonstrated that access to schooling has had profound repercussions in the context of these populations in the country, among them the emergence of a schooled/ educated indigenous group that has proposed debates from a place of speaking of belonging. The productions of these intellectual subjects converge to points in common. These studies emphasize fundamentally that indigenous education in Brazil can not ignore the education of the indigenous tradition and that the ancestral memory of the original peoples must permeate their educational school process in order to overcome a colonial position that school education almost always tries to impose in defiance of the identity affirmations defended in the last 30 years, after the promulgation of the Federal Constitution of 1988.
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A expansão dos cursos na modalidade à distância e a formação inicial de professores em matemática na UFPA: democratização com qualidade social?
(Universidade Federal do Pará, 2019-08-29) SILVA, Eliomar Nascimento da; RIBEIRO, Maria Edilene da Silva; http://lattes.cnpq.br/6279228695466400; https://orcid.org/0000-0001-8605-9406
This paper, entitled “The Expansion of Distance Education and the Initial Formation of Mathematics Teachers at UFPA: Democratization with Social Quality?” Was guided by the search to understand if, in the context of neoliberal politics, the expansion of the formation courses of distance learning teachers at UFPA expresses a democratization process with social quality. Thus, we had as general objective to investigate how democratization and social quality are related to the Distance Education modality, having the Degree in Mathematics Distance Education at UFPA as the focus of analysis. Specifically, the research aimed to: 1. Analyze the concept of DE in the expansion of higher education, amid the reform of the neoliberal state; 2. To investigate the conception of democratization and quality, amidst the legal framework, that the modality expressed in higher education, especially in teacher training courses; and 3. To identify if in UFPA, the Mathematics Degree Course presents characteristics of a democratization process with social quality. The proposed methodological option was designed for a case study with a qualitative approach. As data collection instruments, a documental and bibliographical analysis was performed as a way to deepen the knowledge about the researched object. From the theoretical foundations that guide this research and data analysis, we present as main results: a) distance education is in a broad process of growth in the country, both public and private, but more intensely in the latter, demonstrating that it would be more incisively serving the “mercantilist” interests advocated by the state apparatus reform policy and constituting itself as a strategy of advancement of the capitalist system that transforms the education of the social public good into a product for the commercial market; b) Through this mode of education, the government adjusts teacher education to the demands of the capital system and weakens the social and political dimension of individual education; c) Within the UFPA, it appears that, although timidly, there was also an expansion of supply in this modality, but against this expansion there was no guarantee of successful permanence until the conclusion of the teacher training course in Mathematics. ; d) The democratization of education with social quality, in the course of Mathematics in the distance education modality, at UFPA, is not yet a concrete reality and presents itself as a huge challenge, given the high dropout rate.
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A formação continuada dos professores dos anos iniciais da escola bosque: limites e possibilidades
(Universidade Federal do Pará, 2019-05-29) REIS, Larina Gabriela Lima dos; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561; https://orcid.org/0000-0002-5209-9693
The teacher training in Brazil has taking the leading role in educational policies. Changes in the productive basis around the world have brought changes in the schooling process of the Basic Education and, therefore, in teacher training. Parallel to this, transformations in the job, career and in teacher valorization have become important elements to reconfigure the professional's condition at this stage of schooling, including investments in public policies for continuing training, such as the National Pact for Literacy at the Right Age (the PNAIC, in Portuguese). The project was established by the Ministry of Education of Brazil in 2012 for the early years of Elementary School, focusing on the literacy of children up to eight years old. The main aim of the research was examine the teacher training policies, the pedagogical and methodological concepts and the evaluation system that guide the PNAIC. Specially, its contribution on the teaching in the Escola Bosque Eidorfe Moreira, which was founded to be an environmental education reference and whose pedagogical intend is different from the PNAIC. This qualitative research explored and analyzed the official documents about the Pact, as well as the materials of partner universities, and bibliographic survey about continuing training, the job and the teacher accountability. During the field research, teachers from this stage of schooling were interviewed to verify the potential effects of this Pact in the pedagogical practice of teachers. The data analysis considered that the speeches involve beliefs, values, geographical and historical situation which the teachers are in, what define too the way of acting and treating another one, that happens by concrete and not abstract statements. The results point out the need for greater articulation between the federal entities and the teaching institutions to adopt a continuing training program. It may fits for the regional educational peculiarities and articulates with each context and spheres of government, and besides that provides to keep the singularities, the autonomy and the teachers and students’ needs, so that the definition of the training parameters does not occur only at the national level. In conclusion, the PNAIC is characterized as an educational policy that intend to professionalize the teachers and offer a technical formation to them, according to a neoliberal logic, from the standardization of pedagogical work and materials, including largescale evaluations as a form of regulation. However, it is necessary a teacher training based on the school reality, context and needs of teachers, and should be considered the local culture, regional particularities and demands of the school community.
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Movimento estudantil (ME) na Universidade da Amazônia (UNAMA)/ser educacional S.A: do auge ao declínio
(Universidade Federal do Pará, 2019-07-11) SOUZA, Reinaldo Antônio do Amor Divino de; KATO, Fabíola Bouth Grello; http://lattes.cnpq.br/5914699246880638
This study aims to investigate the Student Movement of the University of Amazonia (UNAMA), represented by the Central Student Directory (DCE), the highest student body founded in 1996. Its actions are developed in a private university, acquired by Grupo Ser Educational in 2014, a publicly traded for-profit company. Even under these conditions, its praxis goes beyond student agendas, reaches the unitary content of the working class, and recognizes that conflicts in society stem from contradictions between social classes. The general objective of the study was to examine the repercussions of the UNAMA acquisition process on the performance of this student movement. This is a documentary research, descriptive critic, using semi-structured interviews with students participating in this entity from 2006 to 2018. It was found that this company, by its modus operandi, determined by shareholder interests, and through Governance Corporate, influenced the orientations that reflected in the decline of this student movement. Actions such as: elimination of “transfer” (appeal destined to the DCE by the Institution); creation of the Class Representatives Council (CRT); establishment of censorship, vigilance and the culture of fear; suppression of student representation in higher councils and collegiate bodies; figure of the professional rector; structural reconfiguration of the university's physical spaces, etc., acted together towards the organizational and structural decline of the DCE / UNAMA. We consider that commercial educational companies, capital market trading traders, such as the Ser Educacional Group, resort to multiple authoritarian and undemocratic measures in order to stifle any critical student organization that questions their financial actions. However, even with the difficulties of rebuilding DCE / UNAMA, we found that students can still develop their actions through the Academic Centers, a sign of resistance that is latent in that University.
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Formar para ensinar e pesquisar: perspectivas para a relação entre ensino e pesquisa na formação de professores de educação física
(Universidade Federal do Pará, 2019-08-28) FURTADO, Renan Santos; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; https://orcid.org/0000-0002-1911-2278
This research aims to study the relationship between teaching and research in the training of Physical Education teachers. Thus, having as theoretical support concepts of Theodor Adorno and Paulo Freire, we reflect on the following question: what are the perspectives that we can point to a formative imbrication between teaching and research in the formation of Physical Education teachers? Thus, we have as general objective: to discuss the perspectives for a formative imbrication between teaching and research in the formation of Physical Education teachers. As specific objectives, we intend to: 1) Understand the way some documents of Education and Physical Education approach research and teaching. 2) To investigate from the historical point of view the constitution of the scientific field of Physical Education and the relationship between research and teaching in the area. 3) Discuss the meaning of the formative action and the social function of the teacher trainer / researcher. 4) Point out perspectives for training for research in Physical Education from the contributions of Theodor Adorno and Paulo Freire. Regarding the methodological procedures, regarding the type of research, it is a theoretical study, which uses a specialized bibliography related to the object to deal with the issue, as well as selected documents that characterize a certain empirical contribution. We use content analysis as a data analysis technique. We conclude that semiformation has entered the initial formation of Physical Education teachers from historical and contemporary mechanisms, a fact that delayed the intellectual production of the area. As ways to overcome this scenario of semiformation, we point out the need for teacher / researcher training to take place in dialogue with the political, ethical / human, technical / scientific and cultural aspects of training. Finally, we point out two perspectives that we can consider for the deepening of an education for emancipatory research in the training of Physical Education teachers, which are: to recognize that research requires the accumulation of theoretical and methodological foundations that enable a real investigation and interpretation of phenomena. , and consider that research training needs to form subjects capable of thinking and producing concepts beyond the appearance and ideological coercions of the capital world.
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Discurso sobre violência contra a criança nas notícias do jornal “Folha do Norte” em Belém do Pará: perspectiva de educação no início do século XX
(Universidade Federal do Pará, 2019-05-31) VIANA, Carmeci dos Reis; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
Concerned with the themes of Childhood, Violence and Education, I seek in this Master's Dissertation to investigate violence against children, through the discourses present in the Folha do Norte newspaper at the beginning of the 20th century in Belém do Pará. as a guiding question of the study: "What discourses / practices of violence against children are presented in the Folha do Norte newspaper in the early 20th century in Belém do Pará?" In order to promote the debate on a subject so relevant to the understanding of construction of the child subject and his childhood in Bethlehem we brought as general objective: To analyze the situations of violence against children in Belém do Pará at the beginning of the 20th century and its relation with the social, educational and cultural context of the period investigated. As for the specific objectives we have: (1) To identify the typology of violence against the child that was registered more frequently in the News of the Journal; (2) To reveal the discourses that are related to violence and to the education of the infancy in the investigated sources; (3) Elucidate how the culture of violence perpetrated against the child affected age, gender, and socioeconomic status; (4) Understand that discourses on violence against children and early childhood education related to the social, political, economic, cultural and educational context of the time. This documentary research has the corpus constituted by specific subjects of the phenomenon of violence against the child, in the Folha do Norte Journal, in the first decade of the twentieth century. The theoretical reference used as input for the analysis of the collected data is based on the theorems of Mikhail Bakhtin on discourse. From this work, we realized that the newspapers of the time built a discourse about the child and / or about violence and its relationship with the child. And that these senses are representative of the nationalist, hygienist and progress ideal that defended themselves at the time.
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A diversidade socioterritorial da Amazônia paraense e suas configurações nos currículos dos cursos de pedagogia PARFOR da UFPA, UFOPA e UNIFESSPA
(Universidade Federal do Pará, 2019-06-26) OLIVO, Gerson Dias; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
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A formação continuada de professores de educação física na rede municipal de Ananindeua/PA: contradições e perspectivas nos caminhos para emancipação
(Universidade Federal do Pará, 2019-02-27) SOUZA, Cristian Rafael Silva; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; ttps://orcid.org/0000-0002-1911-2278
The objective of this study is to investigate the limits and possibilities of advancement of the Ananindeua municipal network for teachers of Physical Education in the perspective of education as a means of emancipation. The research is justified by the need to investigate such a program, offered as a policy, because in the context in which it is being carried out, it is one of the few available means (of a public nature) for teachers to access continuing education. The reference framework used is focused on the critical perspective, especially in: Adorno, Horkheimer and Freire. The legislations of the municipalities are united to the reference regarding the formation of teachers, documents of orientation for the accomplishment of formative actions and documents fruits of the planning of the same ones. The methodology of the research is characterized by the critical-dialectic approach, mixed approach and exploratory character. It was performed through a bibliographical survey, field research (through the application of questionnaires and interviews in the focal group method) and documentary research. It has as subjects the Physical Education teachers who work in the schools and those who organize the formative actions directed to the area, in that municipality. Data analysis and statistical analysis were used as data interpretation technique. As a result of the incursions, we could infer that the formations organized by the network are guided by the planning done by the responsible team, which is guided by the parameters set by the education department, which is guided by the Municipal Education Plan. This network of relationships interferes in the way the actions are planned in two ways, at least: in the operational question, because the team responsible for the organization does not have the resources and infrastructure for the development of the actions; in the pedagogical question, since the theories and conceptions that underlie the projects need to be aligned with the ideas put forward by the higher instances. This relationship reverberates in the way the teachers who attend the actions perceive them, sometimes comprehensively, sometimes more critically, because they feel that they do not contribute in all aspects of their formation. From the analysis on the results, we consider that the formation for the human emancipation will be feasible from the moment in: there are conditions for the team responsible for the formations to develop their work better; there is the possibility of planning actions integrating the needs of teachers in their multiple dimensions; the construction of a permanent policy of continuous training in the network.
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Formação de professores na Amazônia bragantina: um estudo sobre o PNAIC e a prática pedagógica em classes multisseriadas
(Universidade Federal do Pará, 2019-02-28) CORRÊA, Daniel Rodrigues; ABREU, Waldir Ferreira de; http://lattes.cnpq.br/6364117476478718; https://orcid.org/0000-0002-0245-9072
The text on screen is part of the Field Education and Teacher Training field and presents the results of the research entitled "Teacher Training in the Amazonian Bragantina: a study on the PNAIC and the pedagogical practice in multi-serialized classes" that intends to analyze the training provided by the National Pact for Literacy in the Right Age (PNAIC) to the teachers of the Bragantina Amazon and its impact on the pedagogical practice of teachers of multi-grade classes. In order to reach the proposed objectives, a literature review was carried out in the literature and databases of the Post-Graduate Programs in Education (PPGED) of the Federal and State Universities of Pará that deal with thematic and documentary analysis, which have permeated all the work. The methodology used brings qualitative research as an approach, so we delimit ourselves in the bibliographic, documentary, and field research, having as a locus the formative and professional experiences of 09 teachers from schools in Bragança, Tracuateua and Augusto Corrêa, municipalities that integrate the Bragantina Amazon. In the search for a closeness to reality, interviews were conducted in order to strengthen the contact with the subjects that dynamize and recreate the knowledge in the schools/multi-series classes of this territory. The research showed that the teachers approve the quality and the methodology applied in this Continuing Education offered by the MEC, considering it as positive and satisfactory. In addition, it shows that all of them would be interested in continuing these studies, if they were offered and highlighted as more relevant aspects of this training modality, the possibility of sharing experiences, the practical applicability of the subjects addressed and the production of materials for use in the classroom. The results allow to infer that the PNAIC had a direct impact on the work of these teachers in the classroom and reveal that in the period from 2008 to 2018 it has been observed the existence of efforts of the federal government and the education secretariats of the municipalities locus of the research in the creation of public policies aimed at training teachers, especially those working in rural schools. However, they are educational policies that, for the most part, have been and/or are permeated by pragmatism, technicism and accountability of educational outcomes, which may not provide the teachers of the field with a formation that can articulate initial formation, formation continuation and professionalization in a perspective of consolidating their teaching autonomy in these spacestimes
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Um estudo sobre a inclusão escolar e os recursos financeiros para o atendimento dos alunos com deficiência, no município de Marabá-PA
(Universidade Federal do Pará, 2019-03-12) PEREIRA, Mirian Rosa; RIBEIRO, Maria Edilene da Silva; https://orcid.org/0000-0001-8605-9406
The present study approaches the educational policy of school inclusion at the federal level to guarantee the right to education of students with disabilities and its impact in the care of students with disabilities through the municipal schools in Marabá, in the Brazilian state of Pará. For the this policy application, the government consider the school enrollment for the purpose of financial resources redistribution, varying therefore, according to the reality of each Brazilian state, both in common education and in specialized educational services. Therefore, this research had as general objective: To investigate how Marabá configured the Special Education, and whether the financial resources allocated to this teaching modality contribute to the process of school inclusion in the midst of a neoliberal state reform. We set out the following specific objectives: a) To discuss the reflexes of the State Reform and its impact on the school inclusion process of students with disabilities; b) To analyze how special education has been configured in the municipal education in Marabá; c) To identify the sources of financial resources for basic education in Marabá and how these resources are allocated for special education; d) To investigate whether financial resources based on the dual enrollment of students with disabilities have contributed to promote the inclusion of students with disabilities in the schools of Marabá. The theoretical approach was based on the studies of authors in the area of Special Education, educational policy and funding, as well as scientific research on financial resources in the context of school inclusion. We base the theoretical approach in the studies of authors from special education, educational policy and financing areas, as well as scientific research focused on financial resources aimed at school inclusion. We conduct the methodological procedure and empirical analysis from the dialectical historical materialism method and the documentary analysis. We used as data source the official documents at federal and municipal level, reports from the database of the Information System on Public Budgets in Education, interministerial ordinances published by the Education Development National Fund and others. We also use statistical data from the Brazilian Institute of Geography and Statistics, the School Census and others. To support the analysis, we performed the modeling of the data considering the number of enrollments, incomes, expenses, socioeconomic indicators and others. The research results showed that the human (de)formation has an impact on the concrete reality of people with disabilities, and the educational policy of school inclusion brings the possibility of combating invisibility through the expansion of the school enrollment of students with disabilities. However, the projects implemented by the Union to serve this public are directing responsibility to municipalities in a discontinuous way. Marabá receives investments from the Fund for the Development of Basic Education and Appreciation of the Teaching Profession (FUNDEB) through the redistribution of resources by the state fund, complemented by the Union. As a result, we demonstrated that the investments applied in the schooling process of students with disabilities are far below the education standard established in the Quality Cost per Student and sought by the Brazil’s National Education Plan and the Brazilian National Campaign for the Right to Education. These investments are below the value already estimated for the basis of revenue of the FUNDEB policy each year and few to implement school inclusion. Moreover, they do not support the full attendance of the specificities of students with disabilities; in addition to that, the public fund has been allocated to philanthropic institution.
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O programa ALFAMAT na prática pedagógica de professores: um estudo em escolas municipais vinculadas à SEMEC – Belém
(Universidade Federal do Pará, 2019-03-13) MADUREIRA, Nila Luciana Vilhena; CAMARGO, Arlete Maria Monte de; http://lattes.cnpq.br/5216050159716561
The goal of this research is to analyze the ALFAMAT Program (Continuing Education Program for Teachers Mathematics Literacy, Reading and Writing), offered by SEMEC / Belem (Municipal Department of Education and Culture), in order to know what are the perceptions of teachers working in Cycle II of the Elementary School of the Schools of Belem, about this program. We believe that the ALFAMAT is inserted in a political, economic and social context of intense changes, aligned by a conception of neoliberal State, that is based on the justification that it is necessary to intervene and to control the public policies in the education area, considering the absence of resources in this area. Thus, the research problem that gave rise to the study aims to know what effects of the ALFAMAT Program on the pedagogical practice of the teachers of Cycle II (4th and 5th years) who work in the Schools of the Municipality of Belem. To answer the problem, the general objective was to analyze the effects of the ALFAMAT continuing education program on the pedagogical practice of the teachers in the classes of Cycle II (4th and 5th years) of the Municipal Schools of Belem and the specific objectives: to characterize the Program Alfamat in terms of its theoretical and methodological foundations focused on the pedagogical practice of the teachers of Cycle II; analyze the process of implementation of the ALFAMAT program with the teachers of the Cycle II classes of the Municipal Schools; to investigate the CII teachers' perceptions regarding to ALFAMAT. Regarding to the methodology of the research, this included the survey and analysis of official documents, semi-structured interviewing, having as subjects seven (07) teachers who work in Cycle II. For this, we use as criteria for the choice of subjects, the life cycles of the teachers, because we understand that each stage of experience in teaching presupposes a differentiated expectation about Continuing Education. In relation to the analyzed data, we used the content analysis and the categories of analysis made explicit in the work were Continuing Teacher Training, the ALFAMAT program and the pedagogical practice of the teachers working in Cycle II of Elementary School. Among the findings of the research were the different conceptions of the teachers about ALFAMAT, which, according to the orientation and experience, indicate favorable aspects, criticisms and suggestions about how they would like the Continuing Education, taking as a example the one developed by SEMEC / Belem, which indicates the need to prioritize aspects other than those resulting from large-scale evaluations
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Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano
(Universidade Federal do Pará, 2019-02-28) CARMO, Nilce Pantoja do; ABREU, Waldir Ferreira de; http://lattes.cnpq.br/6364117476478718; https://orcid.org/0000-0002-0245-9072
The dissertation presents the specificities of the research entitled “A RIVER ON THE WAY: schooling processes of riverine students in an urban school context”, linked to the Graduate Program in Education - PPGED/ICED/UFPA. The objective of this study was to understand the schooling process of the riverine students who study in schools located in the urban area of Belém. Methodologically, the research was based on a qualitative approach, being supported by some technical elements of the ethnographic research. In the first moment, a bibliographical search was made on the main categories of the subject under discussion (riverine people, education, culture and identity), as well as on the viable theoretical-methodological resources to be used. Initially, a verification in the digital databases of the PPGED/CCSE/UEPA and PPGED/ICED/UFPA was also carried out, searching for dissertations and theses that would underpin the understanding about how the Riverine Education has been academically addressed in the context of Pará and Amazon. The data collection was based on field observation, understanding the schools’ PPPs, and interviews made with students, teachers and pedagogical coordinators from two state schools. The study originated from the question “How does the schooling process of the riverine students in urban schools occur?”, and the results that emerged from it consist of the numerous difficulties faced by these students in order to have access to formal education, as well as the need for their living realities to be better known, understood and valued by the schools where they are inserted, which should subsidize the accomplishment of a systematized work focused on their educational successes in all aspects and singularities. Therefore, it can be stated that the dissertation reveals important approaches on the schooling of riverine students, making itself as an instrument of research and reflection to those who dedicate themselves to or are interested in the subject.
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Financiamento estudantil nas instituições privado-mercantis de ensino superior no Brasil: o caso da Kroton Educacional
(Universidade Federal do Pará, 2019-02-26) REIS, Tayanne de Fátima Almeida Tabosa dos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463; https://orcid.org/0000-0003-3128-3659
The present study investigates new forms of student financing of higher education used by Kroton, Private Student Parceling (PEP) and PraValer. Its general objective is to analyze these two new forms of financing in the context of the financialization of education. It is hypothesized that the Student Financing Fund (Fies), student financing guaranteed by the State, was a policy that prompted the privatization, expansion and financialization of higher education in Brazil, which paved the way for these new forms of financing. Methodologically it is a case study based on historical-dialectical materialism. It uses bibliographic and documentary research which has analyzed documents such as: the financial and accounting statements that Kroton provides on its website; the TCU reports; data on expansion published by INEP; news and articles published by electronic newspapers from 2015 to 2018. It points towards a conclusion which confirms our hypothesis, i.e., that Fies acts as a contradictory policy, since it makes access to higher education possible, while it strengthens the privatization and financialization of this level of education. In addition, after the redesign by which the Fies went through in 2015, the process of expansion of the private-commercial sector, through private student credit lines, is intensified, since PEP and PraValer, credit lines offered by Kroton Educacional, are formulated in this scenario of financial unsustainability of the Fies. Thus, Kroton Educacional presents more latently its financial facet as it distances itself from the educational and pedagogical processes and acts in the sale of credit / finances. PraValer and PEP, in general, are programs that use the omission of information and the association with the conditions provided by the Public Financing Program to stimulate the sale of credit. In addition, the advertisements by the PEP and PraValer lines are misleading insofar as they advertise no interest and no guarantor, a fact that becomes explicit when analyzing the contracts. The PEP and PraValer programs are openly targeting the low-income population, and the conditions offered by the programs suggest that students and their families may find it difficult to pay off the debt they incur, so that we can say that this proliferation of student financing is a responsible educational product to inaugurate a new moment for private HEIs insofar as it intensifies financial relations in the sector
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O salário-educação como política de combate às desigualdades educacionais na educação pública de municípios do Estado do Pará
(Universidade Federal do Pará, 2019-02-21) MONTEIRO, Felipe Gomes; ROLIM, Rosana Maria Gemaque; http://lattes.cnpq.br/2993304230836305
The study deals with the financing of education in the State of Pará, in particular, the salaryeducation social contribution and the resources derived from the Programs of the National Fund for the Development of Education (FNDE) to the set of municipalities of Pará, analyzes of the revenues and expenses of education in municipal education networks, from 2009 to 2016. Its objective is to analyze the possibilities of these sources of income to contribute to effectively combat the educational inequalities in the municipal education networks of the State of Pará, considering: percentage of the participation of these revenues in the expenses of education and the reduction in the difference of the values of the expenditure-student / year. The object of this study was its development within the milestones that characterize Quantitative-Qualitative research that, according to Creswell (2010), is defined from the positive points of the quantitative and the qualitative that, depending on the needs of apprehension of the object , now articulate quantitative strategies (statistics) and sometimes qualitative (subjective) strategies. The study was carried out from consultations with documents, laws and decrees that alter the Salary-Education, such as: Constitutional Amendment nº14 of 1996; Law 9.424 / 1996, which regulated FUNDEF; Constitutional Amendment No. 53, of December 19, 2006, which created FUNDEB; and Law 11494/2007. The main data of this study were extracted from the Information System on Public Budgets in Education (SIOPE) of the National Fund for the Development of Education FNDE and consist of: education revenues and expenses from 2006 to 2016; revenues of the FNDE; salary-education revenues. This information was organized by municipalities, according to population groups and the Human Development Index (HDI). The financing scenario for the education of municipal networks, drawn from these indicators, made it clear that the percentage representation of resources passed on from Education Salaries and Programs (except for complementing the Union to Fundeb) by FNDE is not very significant, but significant level of poverty, especially in municipalities in education budgets are low - usually small ones. The volume of resources passed through the FNDE grew in higher proportions in these municipalities, although the magnitude of the resources passed to the large municipalities is much larger, due to the adopted criterion that is the number of enrollments. Regarding the distribution of resources according to the HDI, it was found that the municipalities with the lowest indexes were not those that received the largest volume of resources of the FNDE, but municipalities with high HDI, such as Belém, Ananindeua, Santarém, Parauapebas and Marabá - the most populous and the holders of the largest budgets. However, it was possible to verify the reduction in the difference between the highest and lowest student-expenditure-averages, which resulted both from the increase in education expenditures of municipalities with low HDI and the reduction of municipalities with high HDI. This time, it was concluded that in the period from 2009 to 2016 there were advances in terms of reducing the inequalities in student spending / year among the municipal education networks of Pará, however, the efforts undertaken have not been enough to combat them effective way. For this, it is fundamental that the Union, which holds the largest contribution of the Federation's resources, should increase its contribution and distribute it on the basis of more effective criteria to reduce economic, social and educational inequalities.
Acesso aberto (Open Access)
A implantação do projeto de aceleração da aprendizagem “mundiar” como componente do “pacto pela educação do Pará”
(Universidade Federal do Pará, 2018-12-05) MESQUITA, Neli Moraes da Costa; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This is a Master's Dissertation on the "Implementation of the Learning Acceleration Project" in the State of Pará, whose general objective is to analyze how the implementation of the "Mundiar" Acceleration Project in the State of Pará took place and the objectives specific: to analyze the conception of education expressed in the documents that normalize and guide the "Mundiar" Project as a proposal of the government to solve the issue of evasion, abandonment and age / series distortion in Pará education and to identify how the Public-Private Partnership was carried out in the context of the "Mundiar" Project. Bibliographical and documentary research was used as a methodological procedure in various sources, social and educational indicators, reports, contracts, regulations available on websites, official State and International Organizations bodies. The theoretical-methodological basis used was based on the theoretical contribution, based on historical-dialectical materialism, thus making it possible to move towards the essence of the "Globalizing" Learning Acceleration Project and to understand the contradictions and conflicts beyond appearances. From the set of analyzes, it was certified that the Public-Private Partnership has been privileged by the Secretariats of Education through signatures of management contracts. Thus public education has become a new niche to Capital and under the privatist discourse tends to be that of total quality which is based on indices, standardizations, technicality, instrumental and large-scale assessments. Throughout the research, it was found that public education of social quality that can emancipate and liberate, which can guarantee local identity, citizenship and respect for the environment, was not taken into account when the Acceleration Project Learning - "Mundiar" in the State of Pará, because in fact, it is more a centralized and vertical educational Project that results in the regression of achievements and social rights when analyzed beyond the goal of achieving the goals. It is defended in this Dissertation that the conception of education expressed in the documents that guide the Project "World" is a reductionist conception, exclusive and committed only with the reach of the goal predicted by IDEB. Measuring the educational process is important, but the potential of public education can not be reduced to technical and economic standards, since it, in its social potential, is a space for transformation, of democratic debates and can not be reduced to a commodity like the Capital. It is concluded, therefore, that education workers and thousands of students have only to receive the "Worldview" Project from top to bottom as a closed package, as well as an "instructional" educational project that includes the student with the objective , only to fulfill such goals, but it excludes and reinforces social inequality when one thinks of an education beyond the underemployment market. The possibilities of social insertion at this moment are denied the field of remote possibilities.
Acesso aberto (Open Access)
A educação infantil na rede municipal de ensino de Belém PA: um debate sobre as concepções pedagógicas e prática pedagógica
(Universidade Federal do Pará, 2018-08-31) MONTEIRO, Fernanda Yully dos Santos; FERREIRA, Benedito de Jesus Pinheiro; http://lattes.cnpq.br/7709951222407913
In order to develop such a discussion, we use the dialectical historical materialist method, which seeks to analyze the object with rigor, starting from the appearance to the essence of the phenomenon. The method is part of our conception of the world, therefore, it demarcates our ethical-political orientation. From the literature review, some specific categories emerged, to discuss human formation, we subsidized our analyzes in Duarte (2010,2012, 2016), Saviani (2013). On socialist pedagogy, the authors were Marx and Engels (2005, 2008) and Saviani (2012). In establishing the nexus of research with children's education, we used Kuhlmann (1998,2000), Rosemberg (1984) to talk about history of children’s education Arce (2012;2013), Saviani (2013) to explain the issues of early childhood education and critical historical pedagogy. Our research aimed to analyze the Municipal Education Network of Belém through documentary analysis and semi - structured interviews with teachers of early childhood education. The whole study is based on the conception of historical-critical pedagogy, a theory that proposes a historicizing perspective of contents, that is, it is defined by the historical process, guided by the concept of work and that has a position and commitment to an antagonistic historical project , a conception of man and world. As results, we present the children's education in the Municipal Network of Education of Belém as a space that perpetuates hegemonic pedagogical conceptions, the analysis about the training of nursery school teachers ratified the hypotheses that the initial formation has not given the necessary support to understand the theories that and that there are no sound guidelines for teaching the first stage of basic education, and there are infrastructural problems and involving the career of teachers who do not allow concrete pedagogical practices to be implemented
Acesso aberto (Open Access)
A organização do meio social educativo de uma turma de educação infantil ribeirinha da Amazônia: um estudo à luz da teoria de Vigotski
(Universidade Federal do Pará, 2019-03-12) OLIVEIRA, Luciana da Costa; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
This dissertation consists of a study about the organization of the educational social environment of a children's education group in a public school in the community of Caruaru, on the Island of Mosqueiro, linked to the Municipal Secretary of Education of Belém do Pará. Vygotsky's theory. In the perspective of this author, people are constituted as subjects through their social relations and it is up to the school education to organize the social relations experienced by the children in the school, so as to intervene in their processes of human formation in a critical and emancipatory perspective. Thus, this research had as objective to analyze which educational social environment contributes to the formation of the conscious personality of the children of a class of children's education riverside of the Amazon. The investigation was divided into two stages. The first stage consisted of the observation of the organization of the educational social environment. The information in this stage was produced through observation, semi-structured interview with the teacher, meeting with the families of the children and analysis of the School's Political Pedagogical Project. The second stage consisted in the execution of the collaborative action to contribute to the pedagogical practice of the teacher regarding the organization of the social educational environment of the class, in order to collaborate for the process of social formation of the conscious personality of the children. The production of information in this stage was accomplished by means of study sessions, elaboration and execution of a planning with the teacher and the children. In both steps, field journal annotations and audiovisual and photographic recordings were carried out, in order to ensure the study of the processes, according to the way of proceeding the analysis by the genetic-causal method postulated by Vigotski. The results obtained in the first stage pointed out that the teacher had as theoretical basis the theory of Vygotsky and the ideas of Paulo Freire, but had no training in the perspective of riverside education. He had participated in a course in the level of improvement in early childhood education and perhaps because of this, he organized the educational social environment listening to the children and taking into account their particular life peculiarities, their knowledge and experiences, as well as the peculiarities of childhood. In the second stage, the results showed that the collaborative action contributed to the organization of the educational social environment, potentializing the pedagogical practice and the formation of the conscious personality of the children. It is concluded that the concept of educational social environment formulated by Vygotsky, if taken together with the conceptual system of the author and with the conceptions defended by the scholars of riverside education, can contribute with the teacher in his historical task of thinking and organize a critical early childhood education for and with the riverside children of the Amazon.
Acesso aberto (Open Access)
Financeirização da educação superior privado mercantil: implicações sobre o financiamento estudantil da Estácio Participações S.A
(Universidade Federal do Pará, 2019-02-25) SOUSA, Leila Maria Costa; KATO, Fabíola Bouth Grello; http://lattes.cnpq.br/5914699246880638
The following study has as aims to investigate the student financing from Estácio Participações S.A. The research has as general goal to analyze the strategies and actions that Estácio Participações S.Ahave been using to expand its capital due student financing. For that, this study has three particular purpose: To recognize the main normative measures that supports the development of private-merchant high education; to identify the types of privatemerchant high education from Estácio Participações S.A and analyze the own and parceled private financing from Company Estácio – (PAR). The study searches and demonstrate how the major state Brazilian policies since the Federal Constitution (CF/1998), Guidelines and Bases of Education Law 9394/1996 (LDB/96), The Student Financing (Fies) and the University for all Program (ProUni) contributed to the expansion of private-merchant high education and the way as they were introduced in a politic project, economic and social, moreover, the current context of development capitalist mode of production those policies have enabled the financing process in high education. In this sense, was formulated as methodological path, the case study of the educational company, Estácio Participações S.A, with the analysis documentation progress and bibliographic searches, because has as primary resources the company reports (2010-2017), reports of Fies management (2010-2017) and data from National Institute of Educational Studies and Research Anísio Texeira (INEP) about high education (2001-2016), as well as news and material statements served to websites that treat the theme on screen. The results indicate that the state policies after CF/1988- LDB, Fies, and ProUni – contributed substantially to the private-merchant high education growth and they are policies that feature contradictions, besides what, this state actions gave great guarantee that the process of financialization to establish in education, what consolidates the a commercialization of public education. The study emphasizes the fiscal adjustment progress in the nation and with that the Fies restrictions allowed the strategies and actions for the educational enterprises could launch private financing, as instance by PAR at Estácio Participações S.A.This student financing is student to the speech of the interest or emphasized when the evaluation, only corrections, further when it analyzes the agreement for interest, out to the value of the evaluation of semestralities contracted, about the interest.
Acesso aberto (Open Access)
O “projeto sala de leitura” e a formação de leitores em uma escola pública da cidade de Belém-Pará
(Universidade Federal do Pará, 2019-02-26) SILVA, Paulo Demetrio Pomares da; SOUZA, Nilo Carlos Pereira de; http://lattes.cnpq.br/4245210444172181
This study made an analysis of the practices of the “Projeto Sala de Leitura” (“Reading Room Project”), developed by the school Escola Liceu de Artes e Ofícios Mestre Raimundo Cardoso, part of the municipal educational system in Belém, northern Brazil. The observations and data collection were made throughout 2017. The aim of the research was to identify the conceptions and the educational and reading practices specified in the official documents of the Municipal Secretariat of Education and materialized by the subjects involved in the “Projeto Sala de Leitura”. The used methodology was based on qualitative research, case study and content analysis. The subjects of the research were the teachers of the “Projeto Sala de leitura”, the pedagogical coordinators who accompany the project and the board of the school Escola Liceu. We used as a procedure for data collection the recording of interviews and the analysis and reading of the selected documents, both in the Municipal Secretariat of Education and in the researched school. Concerning the analytical procedures, we made a cross-reference among the sources and the speech of the various subjects involved in the research. For this purpose, we searched a theoretical dialogue with works by authors such as Durkheim (2011), Contreras (1983), Freire (1987, 2003), Cambi (1999), Trilla (2008), Brandão (2016), Kato (1985), Leffa (1996), Perrotti (1999), Colomer (2007), Petit (2008), Costa-Übes (2010), Jouve (2013), among others. The results of this study point out contradictions between the official documents of the Municipal Secretariat of Education and the official documents of the school. These contradictions are also perceived in the pedagogical channelings about reading, which aim to meet the requirements determined by the National Evaluation of School Performance (ANRESC, the Brazilian abbreviation), of the National Government
Acesso aberto (Open Access)
“Decifra-me ou te devoro”: o salário dos professores da rede pública estadual de ensino do Pará como alienação e exploração
(Universidade Federal do Pará, 2019-02-08) RIBEIRO, Abelcio Nazareno Santos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This dissertation analyzes the salary of the teachers of the state public education system of Pará from the perspective of alienation and exploitation. The objective is to analyze whether teachers understand (or not) the composition of their salaries and how the state government, through the State Department of Education (SEDUC) takes advantage of this condition to alienate the action of teachers, limiting their conscious action. The main basis for the construction of this analysis was through an analytical theoretical study of the categories: work, alienation, remuneration and salary; making the crossing of legislation and the composition of the remuneration, from documents and interviews with teachers of the public network aiming to identify their effects on the (un) appreciation of teachers in the last fifteen years (2007-2018). In this context, it analyzes the payroll policy of the governments of Ana Julia Carepa (PT) and Simão Jatene (PSDB) and the role of SINTEPP as a class entity in the defense of professional valuation. For that, we adopted as a methodological resource bibliographical and documentary research, as well as interviews. The theoretical contribution adopted was based on historical materialism in the sense of explaining the contradictions and mediations between the role of the State and the government in the definition of salaries and the limits on the teachers' conscience in the search for professional valorization. From the interviews with teachers from the public education network of Paraense, the results show a marked lack of knowledge about their work relationship, their rights and their salary, showing that there is an alienated view of their relationship with the fruit of their work.