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NILZETE DO SOCORRO FERREIRA DA SILVA
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The research entitled “EDUCATION AND WORK: a study of the implications of PRONATEC in the work experiences of riverside dwellers in the municipality of Abaetetuba - Pará”
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Data: 18/12/2020
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The research entitled “EDUCATION AND WORK: a study of the implications of PRONATEC in the work experiences of riverside dwellers in the municipality of Abaetetuba - Pará”. Investigated the training process developed by PRONATEC, to analyze the integration / non-integration of formal knowledge with the world of work riverside workers, and understand how the riverine workers, from these backgrounds, came to renormatize their work experiences, qualifying and organizing themselves technically and politically. The investigation was based on a qualitative approach, in the observation and analysis of empirical data, collected through a semi-structured interview, conducted with the course coordinator and 06 (six) former riverside workers. As a result, he found that the training process of PRONATEC, was inserted in training models linked to economic policies, and proposed training geared to the needs of the market and not of the worker, which denied the qualification in the sense of human training. When carrying out the investigation from a Marxist perspective, historical relations were apprehended in their entirety and gained meaning, this allowed us to understand that, although PRONATEC presented a strictly technical training, the learned knowledge was integrated by the working subject into his daily life, and contradictory, allowed him to analyze reality and intervene, revamping his experiences in the world of work. The investigation showed that the integration took place from the perspective of capital, since the working subject took the course and integrated with PRONATEC. It showed that the central objective of PRONATEC was to train from the perspective of human capital, in the logic of entrepreneurship, in which, by training, every worker can become an entrepreneur, autonomous and successful, denying the division of social classes, the private property of means of production and the technical division of labor, characteristics of capitalist society. It also showed that the logic of entrepreneurship was rendered unfeasible by the economic and life reality of the working subject, by his material conditions of production and work, which did not allow the entrepreneurial idea to materialize, he denied this reality, showing that, to change significantly, it does not depend only on training, it depends on a change in the structural and objective condition, which constitutes the totality of the worker's life.
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CLEITON PONCIANO SANTOS MAUES
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THE HISTORY OF THE SCHOOL GROUP OF ABAETÉ (1903-1923): Among the Contradictions in Architecture and in the Pedagogical Organization.
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Data: 14/12/2020
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This research intended to (re) writr the history of the School Group of Abaeté (1903-1923), aiming to understand its relationship with the national primary education project in the First Republic in Pará. For this, it used the methodology of historical research, which adopted Karl Marx’s Historical-Dialectical Materialism paradigm. This paradigm refers to two distinct processes: the investigation process and the exposure process. The tools used in data collection were: the identification, cataloging and organization of written historical documents. The analysis categories were those indicated by Marx (2000) and refer to contradiction, the social division of labor, the State and class struggles. The research relied on the theoretical framework of the authors: Bencostta (2001, 2011), Clark (2006), Lombardi (2006, 2010), Nosella e Buffa (2013), Saviani (2006, 2011 and 2014), Sousa (2014), among others. The periodization adopted in the research followed the order presented in the stage of cataloging and organization of written historical documents, which attested to the existence of this educational institution between the years 1903 to 1923. In this sense, the research found that in the State of Pará, there was no real concern with its educational institutions in the interior of the state, and the municipality of Abaetetuba does not have projects in order to safeguard the historical school documents of its institutions. In this context, the historical sources analyzed from the period 1903 to 1923 in the School Group of Abaeté demonstrated the contradictions, permanences and changes in the educational scenario in Pará, then under construction, which obeyed the determinations of the class that dominated that historical moment of the First Republic in the Pará and controlled the means of production. Specifically, the research revealed that the analyzed institution, throughout its 20 years of existence, was characterized by its compliance with the laws regarding educational policies adopted by the State of Pará in the First Republic, which consisted of the creation of School Group, architecturally built to accommodate the changes that the new regime provided, which emanated from modern pedagogy, without, however, obtaining a building consistent with the social class that had received the mission of educating / instructing the new citizens of the Republic. Such legislation regarding the organization of primary education sought to correspond to the political-economic-social changes of the time, demonstrating that there was a tension in it, characterizing the period by the lack of an official nation system to organize this portif
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ANTONIA SUELY OLIVEIRA DA PAZ
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The narratives of teachers and their educational practices in the nursery of EMEI Cotijuba
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Data: 26/11/2020
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In this research we focus on investigating the teachers' narratives and their educational practices in the nursery, of a Municipal School of Early Childhood Education, on the island of Cotijuba, which is part of the Municipal Education Network of Belém / PA. To this end, through the use of narrative research, using discursive textual analysis, considering the life history and the daily experiences of two teachers, which emerge from the reports of their pedagogical practices in relation to riverside education, wich corresponds to the periodicity of 2016 and 2017. We looked for authors who discussed research with a narrative approach for the development of theoretical-methodological contributions, including: Conelly and Clandinin (1995); Moraes (2000); Barbier (1998); Josso (2007), for the data analysis we had as reference Moraes and Galiazzi (2016). To discuss the education of babies we rely on: Fochi (2015); Mello (2010), Cairuga (2015); Filho (2016) and Bruner (1995). To work on the Curriculum, we used Sacristàn's references (2000); Oliveira (2001); Fields and Barbosa (2015) and Silva (2000). The research aims to interpret and analyze the narrative discourses of the teachers that taught babies, from listening to their daily experiences and their educational practices at EMEI Cotijuba, and as specific objectives: to analyze the singularities that marked the experiences of the teachers in the nursery of EMEI Cotijuba ; to identify what challenges were faced during this trajectory by these teachers who were in the nursery class at EMEI Cotijuba; to know the particularities of these everyday experiences through listening to these teachers at the nursery of EMEI Cotijuba. The teacher’s voices bring up categories that show the acceptance, the routine, the play, the spaces and children's languages. The analysis of the results indicates that the teachers in their narrative reports regarding their lived and shared experiences at the Cotijuba Municipal School of Early Childhood Education in the nursery class occurred with their peers, which constituted themselves in daily life in a collective manner. Having games and interactions as the main point, from the valorization of the local culture and the riverside peculiarities. They indicated that the challenges were innumerable in the process and constitution of the teaching profession, in particular, the initial difficulties in understanding the curriculum by languages. However, they emphasized that the pedagogical concerns, impelled to study and seek with their peers, the bases of teaching and working with babies. Consequently, with time, they became teachers of riverside education.
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SILVANE DOS PASSOS BARBOSA DOS SANTOS ARAUJO
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Disputes around the curriculum: the process of exclusion of the terms “gender identity” and “sexual orientation” from the National Common Base Curriculum for Early Childhood and Elementary Education.
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Data: 29/10/2020
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No final do ano de 2017 o Ministério da Educação apresentou, oficialmente ao país a Base Nacional Comum Curricular para a Educação Infantil e Ensino Fundamental (BNCC). Tal documento foi apresentado, numa primeira versão preliminar, em 2015. Participaram da construção dessa versão, além de outras instituições, o Conselho Nacional dos Secretários de Educação (CONSED) e a União Nacional dos Dirigentes Municipais de Educação (UNDIME). Uma segunda versão foi apresentada em 2016 e, posteriormente, a versão definitiva em 2017 a partir da qual seriam construídos os currículos de todas as instituições brasileiras de ensino, tanto públicas quanto privadas. Para além das críticas sofridas acerca da falta de transparência no processo de participação dos professores, a pesquisa se propõe a investigar por que os termos “identidade de gênero” e “orientação sexual” se tornaram objeto de disputa durante o processo de elaboração da Base Nacional Comum Curricular para a Educação Infantil e Ensino Fundamental? Para tanto, além de um estudo comparativo entre as três versões, a pesquisa teve uma abordagem qualitativa e usou como técnica de coleta de dados a Análise documental e como técnica de análise dos dados a Análise de Conteúdo, orientada por Bardin (1977) e Franco (2005), Autores como Apple (2006), Arroyo (2013), Grossi (2004), Junqueira (2009/2017), Louro (2001/2008/2010), Miskolci (2018), Oro (2005), Sacristán (2013), Trevisan (2004), dentre outros formaram o escopo da pesquisa. Ao final concluiu-se que a exclusão dos termos “identidade de gênero” e “orientação sexual” foi resultado de uma ofensiva iniciada, ainda, durante a aprovação do PNE, por parte de setores conservadores do governo.
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ILDENE FREITAS DA SILVA MOTA
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Prescribed curriculum for the Portuguese language component: an analysis of the three versions of the National Common Curricular Base
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Data: 28/10/2020
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This work moves in the field of curriculum studies, considering here the prescribed curriculum, having as an object of investigation the curricular prescriptions for the Portuguese Language in the final years of Elementary Education contained in the three versions of the National Common Curricular Base - NCCB, (BRASIL, 2015, 2016a, 2017a). Thus, through the Documentary Research and Content Analysis adopted following the assumptions of qualitative research, we comparatively examine the curricular component under study in order to identify advances, setbacks and permanencies that occurred during the knowledge selection process. In view of this, we specifically aim to unveil what knowledge has been selected for the Portuguese Language component, according to the defined outline; evidence which dimension of this component has gained greater prominence in this selection process, and; specify which dimension has lost importance in the three versions of the NCCB for the final years of elementary school. The analysis is guided by critical curriculum theories and by the interactionist perspective of language, thus problematizing the knowledge considered valid that will guide teaching for the Portuguese language component in the classroom. In this aspect, we discuss the categories Knowledge of Language Study and Theoretical Dimensions of Language defined from the systematization proposed by Bardin (2016) and Franco (2018). Data were analyzed in dialogue with the theoretical frame adopted based on Bakhtin (2006 [1929]), Geraldi (2004 [1984]) and Apple (2001, 2003, 2006, 2011). Results show that the knowledge selected for the Portuguese language is intrinsically related to enunciative linguistic theories (Dialogical Discourse Analysis, Textual Linguistics, Sociolinguistics) linked to the interactionist conception of language. In line with the adopted language perspective, the dimension of the privileged language was discursive / dialogical to the detriment of grammar.
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ALICE RAQUEL MAIA NEGRÃO
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Título em Inglês: REGULATION AND FIRST ACTIONS TO IMPLEMENT THE REFORM OF HIGH SCHOOL BY LAW No. 13.415/2017 IN THE STATE OF PARÁ
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Data: 14/10/2020
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The study deals with the regulation and the first actions of the High School Reform in the state of Pará, through Law nº 13.415 / 2017, analyzing the content of the regulation and the first measures of implementation of the Reform in Pará, carried out in 2016 and 2019. As guiding questions, it is assumed to answer: a) what is the Reform of High School in conceptual terms, propositions, and implications ?; b) what is the socio-political context in which the High School Reform of 2017 was designed ?; c) how were the regulations and the first actions to implement the High School Reform in Pará, from 2017 to 2019, configured? To this end, the general objective was to identify the contents and actions that subsidized the regulation and the first actions to implement the Reform in the state of Pará, in the referred period, through the identification of the concepts, proposals, and implications present in it, the description the socio-political context of the Reform that was drawn up in the state in 2016, as well as the discussion of regulation and the first actions for its implementation. Methodologically, we used a critical-descriptive approach, with a historical-dialectical theoretical focus, in which we sought to apprehend the real from its contradictions and relationships between singularity, particularity, and universality, capturing the categories that make it possible to apprehend it in totality. The type of research undertaken was documentary, using primary documents, raw data from the analyzed socio-historical context, and information that served as a subsidy for understanding the specificity of a particular phenomenon within the universal, in addition to having carried out a bibliographic survey of scope national and state level on the ongoing Reform, apprehended from the following categories: full time, curriculum, financing, and public-private relationship, through content analysis. Through the analyzed categories, the results revealed that the regulation for the Reform of Secondary Education, in Pará, was in line with the provisions of Law nº 13.415 / 2017, to reproduce its implications and contradictions through the limited norms established by the Regiment of State Schools of Basic Education of Pará, published in 2018, in addition to the first implementation actions carried out in 2016 and 2019, which reinforce policies of fiscal adjustments and containment of resources to school units, through the transfer to companies private companies such as Cenpec, showing, therefore, an attempt to justify, without extensive debate with the educational community, the need for the introduction of the Reformation in the state, based on technical and minimalist education, contrary to the emancipatory proposal, with prejudice the training already offered by secondary schools in Pará, thus deepening educational inequalities. It is also revealed that the Secretariat of the State of Education - Seduc and the State Council of Education - CEE, in joint action, failed to regulate a curriculum proposal for high school aimed at the specificities of their territory, compromising the autonomy of institutions educational and using legal structures contrary to social interest.
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DIANA HELENA ALVES MUNIZ
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History of Basic Education at the Women's Reeducation Center
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Data: 08/09/2020
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The theme of this research is education in prisons for young people and adults in situations of deprivation / restriction of freedom, having as object the history of basic education at the Women's Reeducation Center - CRF, whose time frame covers the years 2006 to 2016. The From 2006 onwards, the schooling process in prisons will be marked by significant changes due to the Educating for Freedom Project. The object of study is the development of basic education in the female prison with the implementation of the Educating for Freedom Project in the State. The questioning of the research focuses on the following questions: How did the process of implementing basic education at CRF historically take place, based on the Educating for Freedom Project? What actions from this project contributed to the consolidation of the basic school in the women's prison? For the construction of the research, a theoretical study on prison education was carried out to deepen the theme. Regarding the theoretical frameworks with which this research dialogues, we can highlight, GOFFMAN (1984) and FOUCAULT (1987) for the understanding of the prison institution ONOFRE (2007) and JULIÃO (2010) that discuss issues pertinent to education in prisons today . The research methodology is based on documentary research. This research was carried out in public security agencies, such as the School of Penitentiary Administration EAP, and the Dead Archive of the Women's Reeducation Center - CRF, where documents such as teachers' class diaries, student bulletins, record of pedagogical activities and books were identified. Occurrence of education, among others, which will be indispensable for the development of the study. Through historical-documentary research, it was possible to develop a study of the presence of basic education for women in a situation of restriction / deprivation of liberty in the State of Pará, analyzing how it was configured and what significant changes occurred during this process, in this prison. Keywords: History. History of Education. Basic Prison Education.
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ROSANGELA DO SOCORRO NASCIMENTO OLIVEIRA
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Specialized Educational Evaluation: study on NAEE reports for the dismissal of disabled education ao AEE
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Data: 31/08/2020
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This dissertation addresses the theme of specialized educational assessment. Its object of study is the evaluation reports issued by the Nucleus for Specialized Educational Evaluation - NAEE. The reports are presented as one of the guiding paths for defining the care (or not) of students with disabilities in special education services, a context in which the peculiarities in the evaluation process are identified in order to identify the target audience of special education, in addition to presenting notes for the construction of inclusive pedagogical practices in teaching environments. In view of this, this study proposes to answer the following research problem: the reports from the assessment prepared by NAEE demarcate what form of being the subject of special education? Thus, the research has the general objective: to analyze the records that demarcate the way of being subject to special education present in the reports coming from the assessment carried out by NAEE. With regard to specific objectives, we sought to: Identify which aspects of students with disabilities are focused on in the reports; Realize that pedagogical work arrangements the reports show for guidance to the school. In order to respond to the objectives of this investigation, the research was carried out anchored in the qualitative approach, developed through documentary research, and has as main data source 14 educational evaluation reports prepared by the Center between the years 2017 and 2018. The data obtained were treated and systematized through content analysis. Continuing the problematization process, Bueno (2001), Jannuzzi (2001; 2004), Mazzotta (2011), Bridi (2012), Rios (2013), Oliveira et al. (2016), Pletsch, Souza and Orleans (2017) and Heradão (2018). The results revealed evidence in the reports that mark the student for the disabilities observed during the educational evaluation. The data used in the evaluation documents reaffirm the status of the special education student's lack of skills, knowledge and experiences. This way of looking at the subject with disabilities, expresses that the evaluation developed by NAEE still has many residues from the traditional model of evaluating students in special education. An assessment was observed anchored in the student's performance, in interventions that, although marked by pedagogical aspects, favor mechanical activities centered on orality, reading, writing and calculation. Thus, it was found in the reports a subject without difference, infantilized and with learning difficulties, marked by the record of the lack of learning identified in the assessment. The findings also showed that the guidelines suggested to the school, tend to value elementary aspects, in order to outline paths for teaching practice and observations for the conduct of students with disabilities in the classroom context.
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ANA CLAUDIA DA SILVA MAGALHAES
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Pedagogical Practice in Early Childhood Education: the curriculum by language in motion
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Data: 19/08/2020
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The theme of this research is “Pedagogical Practice in Early Childhood Education: the curriculum by language in motion”. Its object is the pedagogical practice of a teacher of early childhood education (SEMEC / BELÉM) in working with the curriculum by language. How does this curriculum by language gains materiality in the pedagogical practice of a teacher of Early Childhood Education in the municipal education network of Belém? This research problem comes with the objective of analyzing the curriculum by language as constitutive of the pedagogical practice of a teacher of Early Childhood Education. For this, studies from a historical-cultural perspective were used as reference and the research was based on documentary material and field research. Having as specific objectives to analyze how the process of pedagogical practice happens within the curriculum by language; to know the spatio-temporal configurations that are produced in the organization of the curriculum by languages and to identify the demands that are considered relevant, by the teacher, in the construction of this curriculum. The research was carried out in a public Early Childhood Education Unit, located on the outskirts of the Municipality of Belém. An exploratory study was carried out that covered the documentary analysis, involving the documents that guided / guide the Municipal Early Childhood Education. The field research had the case study as a methodological approach, using observation as a strategy for data collection and interview and document analysis as a technique. As support for this research, we seek the fundamentals mainly in Kramer (2009, 2013), Barbosa (2009), Oliveira (2011), Franco (2012) and Carvalho (2012) to address the Pedagogical Practice; Sacristán (1999), Silva (2005) and Arroyo (2013) to address the Curriculum; and Malaguzzi (1990), Kinney and Wharton (2009), Fortunati (2009), Edwards; Gandini; Forman (1999), Rinaldi (2012) to address the Curriculum by Language. As a result, we can point out that the Language Curriculum, in addition to favoring children's learning, provides the teacher with a pedagogical practice that centralizes the child as the main actor for their development. We recognize the significant value of the space / time organization within a routine differentiated by its daily and intense movement and that children participate with pleasure, for being part of this construction of the environment. Finally, it is possible to state that the teacher takes into account the voices and participation of children in the construction of the curriculum, as it allows children to be the protagonists of their own learning and development. Thus, allowing experiences to intertwine through the different languages of the curriculu
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EDNALVA AMBROSIO DA SILVA
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MEANINGS AND MEANINGS ON SCIENTIFIC EDUCATION IN CHILDHOOD EDUCATION
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Data: 11/08/2020
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This research had as main objective to analyze the senses and meanings expressed in the teachers' narratives about the process of scientific education in early childhood education. As a methodological procedure, I opted for qualitative research with a narrative approach, the choice of the empirical field was a Child Education Unit-UEI, linked to the Municipal Education Secretariat of Belém / PA, located in the District of Icoaraci, considering “The curriculum by language” while curricular proposal that guides the daily practices of the UEI. The data collection was carried out through semi-structured interview and the research subjects were three Teachers of Early Childhood Education who work in the preschool of the referred UEI. As a basis for theoretical development the authors: Chassot (2003; 2007; 2018), Demo (2010; 2011), Cachapuz et. al (2011), Arce; Silva; Varotto (2011), Clandinin and Connelly (2011), Oliveira (2010; 2011) among others. Also considering the National Curriculum Reference for Early Childhood Education-RCNEI / 1998, the National Curriculum Guidelines for Early Childhood Education-DCNEI / 2009 and the Common National Curricular Base-BNCC / 2017, as a regulatory framework and guideline for the elaboration of curricular proposals, which standardize criteria for guaranteeing the socio-political and pedagogical function of the first stage of basic education. Data analysis was performed based on Textual Discursive Analysis according to the studies by Moraes and Galiazzi (2006; 2007). As a result, the data pointed out that the teachers when reporting on their practices, which are anchored in a curricular proposal that is based on the different languages of the child. In this context, the teachers when signaling a concern to value the experiences, the child's curiosity , where in the movement of discovery, of knowledge construction, of the child's relations with the natural world and with its context historical-cultural, they are elements that corroborate the senses and meanings regarding the possibilities and approaches of scientific education in the context of Child education.
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ELIENE SANTOS DE FARIA COSTA
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AND THEN TEACHING WITH BABIES? TEACHING AUTOBIOGRAPHY: BETWEEN CURRICULUM AND OTHER PLOTS
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Data: 06/08/2020
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This dissertation presents, through autobiographical research, the processes of subjectification by which I have been constituting a baby teacher, bringing to reflection the (self) formative process, encompassing memory, teacher training, paths and intertwining with life stories, in order to weave narratives that lead to an understanding of the specificity of teaching and the curriculum for babies, recognizing the incompleteness of teacher training, which opens space for constant construction and reconstruction. To this end, the research seeks to bring to the discussion about the paths taken by me in the constitution of my teaching with babies, characterized by specificities that differentiate it from all others, marked by the strength of the intertwining of caring and educating and the power of relationships with and with babies, as well as the search for harmony between times, spaces and relationships. Thus, far from the intention of just narrating a life story, this investigative movement seeks to add knowledge with an epistemological stance about teaching with babies, starting from the reflection and production of meanings of the pedagogical practice of a nursery teacher. For this investigative action, I opted for autobiographical research and narrative investigation (CLANDININ and CONNELLY, 2011; NÓVOA and FINGER, 2014; JOSSO, 2010; SOUZA and PASSEGI, 2008), as a theoretical-methodological path capable of supporting the study. In this attempt, as a methodology of analysis, I use Narrative Analysis, in the perspective of Bolivar (2002) and other authors, in order to produce new understandings of the senses and meanings of my forming experiences. As research instruments, I use memory triggers through materials considered significant to elucidate the experiences lived along the way, such as: notebooks of records, lesson plans, pedagogical projects, photographs and fragments of personal diary, which mark in a way my formative process is relevant, which was initially marked by the uncertainties and fears resulting from a weakened academic formation and was constituted in a three-dimensional space (CLANDININ; CONNELLY, 2011) amid a web of relationships between times, spaces and interactions in a reflective process - constructive that is never ready, never overflows, there is always room to grow and throw out old practices, by means of new concepts that enable greater quality in the education of young children.
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NELMA LIMA E SILVA CAMPOS
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IMPLEMENTATION OF GOAL 5 OF THE 2014 NATIONAL EDUCATION PLAN, IN THE MUNICIPALITY OF MARITUBA - PA
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Data: 20/07/2020
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This research deals with the implementations involved in goal 5 of the PNE / 2014 (Law No. 13,005 / 2014) in the municipality of Marituba. Its objective was: to analyze how actions to implement goal 5 of the PNE / 2014 in the municipality of Marituba-PA. It offers an answer to the following research problem: the actions taken by the municipality of Marituba are contributing to the implementation of PNE / 2014 goal No. 05, in what time frame? A methodological approach adopted is of a qualitative character, and if it is carried out by the procedures of bibliographic review, documentary research and field research, with the application of questionnaires, by which we work with authors who are dedicated to investigating a theme, among those who qualify as a theoretical reference: Saviani (2004), Dourado (2017), Gomes (2017), Mortatti (2010), Soares (1985), among others. Regarding the PNE / 2014, the group members have not yet reached the objectives of articulation in Brazilian basic education. It does not refer to goal 5 of the PNE / 2014, in the municipality of Marituba, it was identified that some actions were carried out at the municipal level, such as adherence to the PNAIC, the preparation of the Municipal Education Plan and the holding of Pedagogical Journeys that in certain measures can be used as strategies to achieve this goal, however, there may be an educational educational policy focusing on the literacy of children in the municipal school system. The issues analyzed and the context investigated were possible to carry out these actions, probably, will not be allowed to reach goal 5, without an expected deadline.
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MARIA VANIA QUIRINO DOS SANTOS
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THE USE OF THE INDIVIDUAL DEVELOPMENT PLAN FOR THE EDUCATIONAL INCLUSION OF STUDENTS WITH DISABILITIES IN THE MUNICIPAL UNIT OF CHILDHOOD EDUCATION MONTEIRO LOBATO IN THE MUNICIPALITY OF TUCURUÍ – PA
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Data: 13/07/2020
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The Individual Development Plan (IDP) is a descriptive educational didactic tool used to assist the pedagogical learning actions of students with disabilities who receive Specialized Educational Assistance (SEA) in the Multifunctional Resources Room (MRR), being the responsibility of the teacher of the MMR. The purpose of the IDP is to plan the pedagogical actions helping to flexibilize and adapt the curriculum of students with Special Educational Needs (SEN) in order to guarantee an inclusive environment, according to the curriculum developed by the school. Thus, this research aims to analyze the use of the IDP for the educational inclusion of students with disabilities at Monteiro Lobato Elementary School, in the municipality of Tucuruí - PA. The present study is based on a qualitative approach comprising the assumptions involved in this type of approach, such as, for example, the senses and meanings that involve the investigated phenomenon. The research modality is the case study because it presents elements that allow us to characterize it as a single common case study, capturing what happens in everyday situations, as stated Yin (2015). The instruments adopted for data collection were observation, semi-structured interviews and document analysis, as recommended by Lüdke and André (2017). The results obtained were submitted to content analysis based on Bardin (2016). In conclusion, we understand that IDP is an instrument that actually helps in the inclusion process and in the construction of pedagogical practices in an individualized way, respecting the specificities of students with disabilities, but still needs the colaboration of educational actors in its construction, so that inclusion is effective in all school environments and in the society.
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MARTA MACEDO MATOS DE ARAUJO
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The processo of preparing the Tucuruí municipal educacion plan: the reverse ande reverse of a collective construction
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Data: 11/05/2020
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This research was carried out within the scope of the Graduate Program in Curriculum and Management of the Basic School at the Federal University of Pará (PPEB_UFPA) in the line of Management and Organization of Pedagogical Work at the Basic School. The Municipal Education Plan in the municipality of Tucuruí / PA is the object of study of this dissertation which aims to analyze its elaboration process with an emphasis on the participation of different segments of society, considering that one of its premises for the construction and implementation of the plan brought by the official discourse concerns democratic management and participatory planning. In this perspective, the initial findings indicate that this process took place in a participatory manner, although it was not enough to consolidate the advances foreseen there. Thus, it is possible to infer that one of the most positive aspects was the appropriation of the proposal by the strength and insistence of part of the segments of society. Thus, the reflection presented here has academic and social relevance as it is based on fundamental aspects such as the process of building an educational policy at the local level and strengthening the political participation of these protagonists. To support the proposed discussion, we use authors who are references in the area, including Paro (2006), Vianna (2000), Vieira (2011), Damasceno and Santos (2017) Saviani (2014). In addition, we emphasize the qualitative nature of this investigation supported by Minayo (2008), Creswell (2010), using documentary research as a type of research and as a data collection instrument the semi-structured interview (Lakatos, 2017) and documentary analysis (Ludke and André , 1986), finally, content analysis (Franco, 2012; Bardin, 2016) as a way of interpreting the researched reality.
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LYGIA BARRETO DO AMARAL CYPRIANO
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PRISON EDUCATION AND THE CURRICULAR PRACTICES OF THE WOMAN IN CHARGE OF THE FEMALE REEDUCATION CENTER OF ANANINDEUA
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Data: 24/03/2020
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Prison education has daily confrontations and several debates are being fought, in order to propose corrections to the prison education system, steps must be taken to ensure that the individual returns to the social environment, better than the prison. To this end, the research proposes the Prison Education and Curricular Practices of women in jail at the Ananindeua Women's Reeducation Center. The general objective is to discuss prison education and curricular practices of incarcerated women, relating them to the process of schooling of prisoners (CRF). Specific objectives: to identify the criminological profile of women students; describe the process of prison schooling, based on the reality of prison; to analyze the curricular practices produced by the subjects of the prison education, through the existing power relations in the prison. The research methodology adopted was based on ethnography, using both the empirical field of the classrooms and the daily life of the students in their school processes, under qualitative aspects, applying methodological instruments of document analysis, no-unstructured interviews and observation of the schooling process. The theoretical framework is based on the perspectives of research on female jail, woman category and curricular field, by the developed studies of theorists: Foucault (1987), Goffman (2001); Espinoza (2004); Beauvoir (2016), Butler (2003); Goodson (2000), Sacristan (2000), Moreira and Silva (1994). It is concluded that women imprisoned in their schooling processes have their identity forged by the prison institution, and education is a fundamental right established should the penitentiary administration seek mechanisms, able to work the learning of students, especially in the rescue of their citizenship.
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ROBERTA DA TRINDADE PANTOJA
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INTEGRAL EDUCATION AND(IN) FULL TIME: THE TRODDEN PATHS BY FOREST SCHOOL IN CARATATEUA INSLAND (PA).
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Data: 19/03/2020
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In recent years, the debate on full-time and (m) full-time education has once again gained a central place in the educational sphere. Both in pedagogical practice and in educational research, a field open to discussions. Different legal provisions contributed to this, whose initial landmark was the Federal Constitution of 1988, culminating in the National Education Plan for the 2014-2024 decade, which establishes in goal 6 the extension of the school day. This work is the result of studies carried out in the public school “Escola Bosque Professor Eidorfe Moreira”, with the general objective of analyzing the institutionalization and implementation process of full education and (m) full time at Escola Bosque on the Island of Caratateua (PA), in period from 1996 to 2016. The theoretical framework was based on the authors Cavaliere (2009), Coelho (2002), Paro (2010) Pestana (2012) who contributed to the foundation of the studied theme. With regard to the methodology of this investigation, the research is characterized as being explanatory of a qualitative approach, carried out through the case study, whose methods will be bibliographic research, documentary research and field research, with interview analysis and analysis of Dice. The bibliographic findings revealed different conceptions of integral education and (m) full time discussed in Brazil. In characterizing the school selected as a case study, we ratify its importance and scientific relevance for the socio-political context which is inserted In the documentary analysis, we identified elements revealed in the school's historical trajectory that show consistency in the identification of the concepts of integral and full-time education, by which the school bases its creation project. Named as the first full-time full-time education experience in the Municipal Education Network -RME in Belém, specifically in the island region, it is influenced by the experience of CIEPs (Integrated Centers in Public Education), idealized by Darcy Ribeiro. Escola Bosque throughout its existence, in which it receives interference from public administrations and a process of discontinuity of educational policies aimed at the development of Integral Education and Full-Time School, the characterization of its initial project that causes the setback before the new educational guidelines to Brazil.
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RENAN CABRAL GOMES E SILVA
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THE CARTOGRAPHY OF DEAF (IN)VISIBILITY ON BASIC EDUCATION SCHOOLS
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Data: 13/03/2020
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This text presents the movements of an academic research that mapped deaf students' visibility and invisibility practices in basic school. This adventure research is constituted under a post-structuralist perspective in the spectrum of the philosophical thought of difference, operating with the following problematization: what plays between making themselves visible and making themselves invisible, the deaf have engendered as a form of resistance and other constitutions of themselves in the school space, beyond a deficient subjectivity? What moves are these subjects making in the school space between regulation movements and a deaf becoming? The architecture of the work operates with the image of a game of chess and a school-board. This game has subject-pieces that subjectified by socially defined rules of behavior assume performative places on the school board and challenge themselves as players to a constant movement of coming and going through the game houses. Taking advantage of the limitations imposed, the players create between-places, producing moves-other, lines of flight that, through spaces and corridors, jumps and returns take place in the world. The movements for the constitution of this investigation are established between the theoretical incursion that discusses the idea of a school for the deaf, deaf culture and the deaf difference. From the methodological point of view, the research constitutes a cartographic experience, carried out in the municipal elementary school Madre Maria Voganó, in the city of Castanhal narrated from deaf-deaf plays-discourses, Deaf-pedagogical processes and Deaf-fellow listeners to problematize (in)visibility movements. The survival and the affirmation of oneself as different, work as moves that articulate and mobilize behaviors and attitudes in different places in the school space, however, the fact of being deaf, in addition to a perspective of difference as the subjects' first constitution, is still narrated and reproduced as a label and not as a composition. These performativities, sometimes making visible, sometimes making invisible the historical and cultural marks of being deaf, constitute inventive-discursive places, where actuality, memory and history constitute a complex plot escaping conventions in marginal and inventive movements of the deaf difference.
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SMILE DE SOUZA GOLOBOVANTE
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Teacher Maria Annunciada Ramos Chaves: Contributions to the history of Brazil and to the teaching of history in the context of national developmentalism.
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Data: 06/03/2020
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This study is inserted in the field of research of the history of education, in the theme of the history of history teaching and meets the approach of English social history, from Thompson (1981) and Hobsbawm (1998). Considering this socio-historical perspective of Brazilian education, this study was based on the theoretical-methodological framework of Circe Bittencourt (2009), Thais Nívia de Lima Fonseca (2006), Selva Guimaraes Fonseca (2008), Chervel (2002). Aiming to understand the contribution of teacher Annunciada Chaves to the history of brazil and the teaching of history in the context of national developmentalism, we will present the political, educational, historical conceptions and teaching of history between 1945 and 1964, thus seeking to understand the meanings, characteristics, changes, permanences and the role of forming subjects that history assumed in the school curriculum. The traces of the biographical, academic and professional trajectory that influenced the magisterium of teacher Annunciada Chaves will be presented. It will be discussed the historical and teaching conceptions of the history of teacher Annunciada Chaves, based on the thesis "O açúcar na história do Brasil" (Sugar in the history of Brazil) presented to the full professor competition of the Paes de Carvalho State College. It was established as methodological procedures: the bibliographic research; documentary research in the archive of the Paes de Carvalho State College and in the Memorial collection of the book Moronguêtá; and with regard to the analysis of documentary sources was conducted content analysis according to Bardin (2011).
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OSVALDO LUIS MARTINS DE CASTRO
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Integration / non-integration: integrated secondary education and its unfolding in the worlds of work. A study on the graduates of the CIEBT / Cametá agricultural course
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Data: 03/03/2020
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The research entitled “Integration / non-integration: integrated high school and its consequences in the worlds of work” analyzed, from graduates of the CIEBT / Cametá agricultural course, in the State of Pará, the integration / non-integration between the school teaching / learning processes and the worlds of work experienced by students graduating from the Integrated High School agriculture course. The study approached the world of work not only from the perspective of capital, but seeking to understand integration from the experience of graduates in their daily lives, within the interests of workers, in order to ensure the materialities that give them a working identity in the Amazon, in order to understand the moments of construction of knowledge amalgamated with the worlds of work, not only to work resulting from their professional training, but also from daily experiences before and after educational processes. The understanding of this integration was translated as the centrality of the study, understanding that there must be here an integration between the school and the subject's life, in favor of autonomy as opposed to a technicist formation. In the research, we used the semi-structured interview. For the analysis of the collected data, from 04 graduates and 04 school employees, we took the guidelines of a qualitative research and the procedures of the content analysis, comparing the information with the context of the reality from which they emerge and with the theoretical framework constructed throughout the work. The totality of collected materials were organized and analyzed in the light of historical-dialectical materialism, in order to understand the context / totality in which the school is inserted, as well as to understand the relations of contradictions that are typical of the capitalist system. Our results indicate that there was integration between the school training processes and the experiences of the worlds of work of the graduates of Ciebt, but in an inverse way, that is, integration from the outside in, from the outside to the inside, from the life of the graduates to the school . Thus, the research demonstrates that the integration occurred in the relationship between school and life, it occurred through an imposition of the graduates and the school allowed itself. Therefore, it is observed that the situation between school and life can be called the integration of knowledge, where the experience of everyday life was fundamental for the construction of school knowledge.
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KEZYA HELGA DE SOUZA RODRIGUES DA SILVA
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Municipal Council of Education: An analysis of its organization and action against the goal of democratic management of the Municipal Plan of Education of Bragança-PA.
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Data: 03/03/2020
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The present research, underway, has as its subject the democratic meta-management of the Municipal Plan of Education of Bragança (PMEB), a municipality located in northeastern Pará. The object of study is the organization and performance of the Municipal Council of Education of Bragança (CMEB) the implementation of strategies for democratization of participation mechanisms, described in goal 19 of the plan. The study aims to analyze how the CMEB is organizing and acting to ensure the democratic management proposed in the municipal education plan approved in 2015, based on the institutionalization of the municipal education system. The study has as a methodology the approach of qualitative nature and as a procedure documentary research and as a technique to be used content analysis of legal and theoretical documents at national, state and municipal level. The theoretical basis of discussion includes authors such as Mendes (2000), Coutinho (2002), Souza and Faria (2003), Dagnino (2004), Cury (2005), Gadotti (2008), Nogueira (2008), Bordignon Alves (2010), Novaes and Fialho (2010), Chauí (2011), Lima (2011), Libâneo (2012), Batista (2013), Saviani (2014), Golden (2017), Paro ), among others.
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RAIMUNDO NONATO LEITE DE OLIVEIRA
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GESTÃO ESCOLAR E INOVAÇÃO EM ESPAÇO INSULAR NA AMAZÔNIA: UMA ANÁLISE A PARTIR DA REALIDADE VIVENCIADA EM UMA ESCOLA NA ILHA MOSQUEIRO, BELÈM, PARÀ.
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Data: 21/02/2020
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There is no public elementary school in the Amazon without innovative subjects of the educational system. Furthermore, the educational practice in this region represents an act of resistance to the school precarious project which is managed by the state government. The objective of this paper is to analyze innovative practices and strategies of the subjects of the educational system at Madalena Travassos School, which is located in Paraíso neighborhood, Mosqueiro island, Belém, Pará. Those innovative practices and strategies might ensure the continuity of full-time school for the sons and daughters of local workers. The question that arises as a cornerstone of field research is: what actions in school management can be exported and analyzed based on the innovation category? Based on a qualitative methodology, field research was conducted with interviews, observations, photographic records and use of documentary information. The text presents a theoretical discussion about the concept of innovation and its relationship with school management; it exposes and analyzes the process of creation and revitalization of the mentioned school, and it also discusses its current processes that denote innovative ways of school management. What follows are presentations and analyses of the reality selected as a sample, which provided the empirical corpus of the research, based on the problems raised and the objectives that were set.
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ELANIESE DO SOCORRO LIMA DA SILVA
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THE FULL-TIME ELEMENTARY SCHOOL: The experience of the city of Moju in the state of Pará
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Data: 20/02/2020
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Full-time education is a model of school organization that is based on the principles of Integral Education, with student’s staying time in school extended, so that it has assumed a prominent role in the context of educational policies for Basic Education intended to improve public education, especially for the vulnerable social populations. That said, in order to learn how the city of Moju, in Pará, developed the process of implementing the full-time school organization in its school system, with the C.M.E.B.I. Mayor Oton Gomes de Lima project, in 2008, this thesis aims at analyzing the process to implement a full-time educational model in that school, as well as the organization of its time and environment, according to the context and the relationships which were established with the locals. The qualitative research method was developed based on Case Study methodology (YIN, 2005), through the use of the data collection and evidences from documentary sources; the semi-structured interviews with participants who took part in the process of implementation of the full-time system, in 2009 – the first working year with this school model; and the literature review supported by the studies by Cavaliere, Coelho, Paro and Libâneo. We verified that the Full-time school in Brazil is an educational proposal that has been historically made up and due to actions towards the teaching system planning which has been developed through the actions of inducing policies, such as the Mais Educação and Novo Mais Educação programs. In the state of Pará, the Full-time school project was developed after the implementation of Mais Educação in the public educational network. Moju, on the other hand, had the Full-time school implementation process before the one to join the Mais Educação program, which was boosted by external demands from federal agencies as a way to fight the children and adolescents social vulnerability problem. Thus, the experience of the full-time school organization was developed in 2009, serving children and adolescents with education from the 6th to the 9th grades and a large variety of activities such as sports, art lessons, and culture, during the 10-hour-school-day. We concluded that the school was full-time in a welfare conception for its characteristics of protection and care of people for their social, economic and cultural situation. Thus, its organization focused on the pedagogical work of teaching by the part-time city policy structure, which was fulfilled with various activities, and is different from what was in the school curriculum. This is a particular case in the Moju school system that needed to be developed by the principles of full training beforehand. However, as the difficulties to understand it and the way it was implemented had been too centralized by Moju's Educational Agency, it became a pedagogical action of part-time education by extending the school-day time and offering a number of activities with the purpose of occupying the students time for they are vulnerable social individuals and at also suffering from other risk situations. It claims to be a school with a part-time model, but with the students staying on an extended time, similar to Mais Educação program proposal, but institutionalized with the proper equipment and specific environment for this action
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LYANNY ARAUJO FRANCÊS
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Experiences of a child with ASD in early childhood education: meanings attributed to school
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Data: 20/02/2020
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Looking at the context of inclusion of handicapped children, there are several investigations that discuss admitting such children in a school that dedicates practices and policies. Such an approach enables as main actors, within this process, teachers, managers and other agents that are seen as mediators in this experience, denying answers to manifestations from the handicapped children. With a strong connection to Infant Sociology – science that sees that children can produce their own cultural content, this investigation discusses school within the context of inclusion from the senses and meanings assigned to the handicapped children based on their own experiences. So, we adopt as main theoretical references, authors discussing children as being competent and main actors of their history. Among such authors, one can mention: Corsaro (2005, 2009, 2011); James e Prout (1997); Prout (2010); Sarmento (2004, 2005, 2008, 2011, 2013); Sirota (2001), besides others investigating children. Thus, it was delimited as a main objective, the idea is to understand the senses and meanings assigned by the children based on their experiences within regular school spaces and times. In order to achieve such objective and answer the question, this research is being developed in a qualitative approach by employing methodologies of ethnographic study in a public school that belongs to the Municipal Education Network of the city of Belém (Pará State). The study is focused on children with Autism Spectrum Disorder (ASD) in Childhood Education. With respect to the techniques, the instruments used to data collection are based on observations and drawings commented and for the record, a field diary. The data is treated and analyzed based on content analysis. As a result, it was identified that the senses and and meanings that the child attributes to the lived experiences are instituted, organized and reworked by the child as he/she performs these experiences in the spaces-time of the regular school, engendering different ways to relate affectionately with peers and with the culture of adults, as well as to (re)construct school times (re)making their pathways in the context of the school that proposes itself inclusive. In view of this, the urgency of listening to children with ASD stands out in its multiple and diverse forms of expression for the construction of an educational environment more congruent to their needs. It is essential to reinvent the ways of conceiving the school and its pedagogical practices, breaking with the linear ways of thinking about the organizational structure of school spaces-times and, thus, providing new experiences and other forms of participation for children with disabilities and others atypical conditions of development and learning.
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SINARA BERNARDO DIAS
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THE PLACE OF PEDAGOGICAL COORDINATIONS IN BASIC EDUCATION AND RACE RELATIONS: A STUDY IN PARÁ SCHOOLS.
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Data: 20/02/2020
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The present study has as general objective to analyze the place of the pedagogical coordinations in the daily actions of the school and in the relationship with the students, and as specific, to identify the changes that occurred in the profession of the pedagogical coordinators in the basic school, demonstrate how these school agents relate to students who have a new profile and new demands in school life, verify how the theme of race relations is perceived and addressed by these professionals at school and to highlight the contributions and weaknesses of the initial and continuous training of these professionals that resonate on their interventions and daily activities. To this end, Laurence Bardin (2016) is methodologically subsidized in terms of content analysis in the treatment of the data collected, in an interview directed by a semi-structured questionnaire, applied to four pedagogical coordinators of three public schools, located in the periphery of Belém-PA. We preliminarily conclude that the place of pedagogical coordinations - of defining educational policies carried out at school - is reiterated by the laws on diversity, that it is necessary for these professionals to deepen their knowledge about adolescent sociabilities, as well as to master the theoretical contribution of specialized literature, besides recognizing its importance and its place in school
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MARIA MONICA FERREIRA MENDES
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THE CURRICULAR PRACTICE OF THE PEDAGOGICAL SUPPORT TEACHER: PERSPECTIVES OF THE INTERRELATIONSHIP BETWEEN SPECIAL EDUCATION AND COMMON EDUCATION
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Data: 13/02/2020
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This dissertation has as its object of study the curricular practice of a teacher of pedagogical support in the process of inclusion of a child with ASD between 2016 and 2018. Considering that in the municipality of Breves-Pará there is a specificity in the function performed by this teacher which is regulated by Law No. 2,236 / 2011, that covers the career path and compensation plan for workers performing this position in Public Education, which establishes that its role is to provide “classroom attendance as support to the teacher in an inclusion classroom with students that have great physical and / or intellectual disabilities ” continuously, totaling twenty hours of activities per week. Consequently, the following questions emerged: What actions were established in the curricular practice of the pedagogical support teacher over the course of three years of monitoring a child with ASD in a regular classroom? This problem unfolded in the following guiding questions: What pedagogical strategies constituted the curricular practice of the pedagogical support teacher throughout her work in accompanying a child with ASD in the context of a common class? How did the pedagogical support teacher cope, during the three years of accompanying a child with ASD, with the exercise of special education in the context of a common class? What kind of relationship between special education and common education reveals the pedagogical practice of the pedagogical support teacher? The research was developed in a qualitative approach through a case study. To obtain the data, we used semi-structured interviews and documents from primary sources, such as reports, lesson plans, photographs and videos from the personal archive of the teacher in question. The data were organized and systematized through content analysis, and problematized based on the following references: Sacristán (1999; 1998), Mendes (2008), Pletsch (2014), Jannuzzi (2004; 2012), Mesquita (2013) and Bueno (2008; 2011). The results demonstrate that the support teacher’s curricular practice shows evidence of common and traditional education, however, she presents attempts to reinvent herself by being concerned with the human education of the child, since she considered her specificities and endeavored to adapt materials, adapt the time and produce different types of resources. There were also many attempts to articulate her work with the leading teachers in the spaces outside the regular classroom, Therefore, it was observed that the support teacher presented a practice centered on individualized assistance to the student with ASD and not on supporting the regular class teachers. As its performance is a “new” element, there is a lack of more assertive discussions on the premises of collaborative teaching and the institutionalization of these guidelines, thus, highlighting the need for more investments in teacher training, in collective planning and in adequate working conditions in basic schools.
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THAIS SILVA TRINDADE DAS MERCES
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A PRODUÇÃO DE CONHECIMENTO SOBRE ENFRENTAMENTO DA VIOLÊNCIA SEXUAL CONTRA CRIANÇAS E ADOLESCENTES POR MEIO DE CICLO DE ESTUDO E REFLEXÃO EM UMA ESCOLA DE BELÉM -PAsala de mul
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Data: 12/02/2020
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This research had as its theme the confrontation of sexual violence against children and adolescentes, its general objective was to analyze the knowledge produced on coping with sexual violence against children and adolescents by the teachers of the early years of elementary school at E.E.E.F.M “Profª Marta da Conceição” through the cycle of study and reflection, to this end, the following specific objectives were used: to identify the training needs of teachers in the early years on the topic of sexual violence against children and adolescents and their coping; analyze the knowledge produced by teachers during the cycle of study and reflection on sexual violence against children and adolescents; and to analyze the practices implemented by the teachers participating in the study and reflection cycle to promote the confrontation of sexual violence against children and adolescents. The methodology of this study was based on the qualitative research approach in education, and used collaborative research as a development strategy. The technique used to collect the data was the interview from focus groups conducted with the teachers participating in the study and reflection cycle. And to analyze the data collected and produced during the study and reflection cycle, content analysis was used as a technique. The results showed that the collaborative process carried out between school and university was satisfactory, knowledge was produced, knowledge about an urgent topic in society. And in this way, proving that trained teachers can produce practices to confront sexual violence against children and adolescents, highlighting the importance of developing more collaborative research, which help teachers through training and sharing moments between peers to reflect on the reality based on theoretical and methodological inputs that help them to intervene in their daily practices, with a view to tackling sexual violence against children and adolescents.
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ROSEANE DE NAZARÉ LUZ GUIMARAES
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Disputes about the elaboration of high school curriculum in the BNCC elaboration process.
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Data: 12/02/2020
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: This research deals with the curriculum prescribed for Brazilian high school and has a general objective to understand the disputes about it, occurred during the preparation of the Base Nacional Curricular Comum (National Common Curricular Base) – BNCC. For this, he has in its theoretical basis of support, authors such as: Sacristán (2000, 2006, 2013), Moreira e Silva (2011), who help us understand the curriculum as an arena of struggles, and contributions of Lopes e Macedo (2004, 2005, 2011), Lopes (2004, 2011), Macedo (2017), Silva (2005) Stephen Ball (2004) who enrich the dialogue on curricular policies. Respecting the singularities and different theoretical conceptions of these authors, all converge to the discussion of the idea about curriculum, under a critical perspective, as a social, cultural and political construct which develops from relations of power, without neutrality and marked by the intentions of the subjects. This is a qualitative approach research, documentary, based on the theoretical formulations of Lüdke e André (1986) and Trivinos (1997). The treatment of the data will be done from the analysis of the content of Maria Laura Franco (2012) and Laurence Bardin (2006). This technique is considered by many authors as the most elaborate and most prestigious in the field of documentary research. In this methodological perspective, the Base Nacional Curricular Comum is the primary source of research, in a comparative analysis among the three documents originated from the current curricular policy in Brazil. At the end of this study, it is noted that the curriculum has to be perceived as a territory in constant dispute, by different groups and subjects. In relation to the elaboration process of the BNCC for high school, as prescribed curriculum, we found that the contested High School conceptions, the pedagogical foundations and the curricular organization proposed in the BNCC, all undergo much greater changes in its last version due to the reform law 13.415 / 2017, which defines education for this stage of education aligned to a marketing and pragmatic view.
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FRANCISCO ADAYLSON ABREU DE OLIVEIRA
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The School Feeding Council (SFC) as social control instrument in Igarape-Acu-PA (2010-2017).
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Data: 11/02/2020
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This paper presents the study on the School Feeding Council (SFC) as social control instrument in Igarape-Acu-PA (2010-2017). As a general objective, we sought to analyze how the SFC has been exercising social control of PNAE public spending in the municipality of Igarapé-Açu-PA, from 2010 to 2017. And, as a specific objective, we sought to understand, in SFC documents, how is characterized the process of composition and participation of SFC members in the municipality of Igarapé-Açu-PA; check how the SFC has been monitoring and supervising the income sent by FNDE the municipality, through the PNAE; identify how the accountability process has been taking place; and characterize the manner of conducting SFC on-site surveys in the municipality of Igarapé-Açu. The development of the work was based on a qualitative approach and a case study, based on the literature review by Barros (2014), Busana (2014), Carvalho (2006), Correia (2000), Costa (2013), Heller (2016), Machado (2011), Paludo (2015), Pipitone et al. (2003), Teixeira (2001), Souza (2015), Siraque (2005), Avritzer (2009, 2016), Sposati (1992), among other researchers dealing with the control and social participation. To carry out this research, analyzes were also made on the performance of the CAE, based on the following documents: FC 1988, Law Nº. 9,394 / 1996 (LDB), Law Nº. 13,005 / 2014 (PNE 2014), Resolution CD / FNDE Nº. 26/2013, Resolution CD / FNDE Nº. 042/2006, Law Nº. 11,346 / 2006, Law Nº. 12,982 / 2014, Law Nº. 11,947 / 2009, Resolution CD / FNDE Nº. 26/2013, Constitutional Amendment Nº. 95/2016, among others. The following documents were used as documentary sources for the analysis of the performance of the Igarapé-Açu SFC: minutes of registration of meetings, letters received and issued, memos, election notices, invitations, reports of accountability, among others. The results showed that SFC has been acting in the social control of PNAE resources in an incipient character, not being found in the records of minutes and other documents, systematic actions, also evidencing low participation of some important representativities, as well as punctual and discontinuous actions. It was also possible to realize that the SFC still has great challenges, aiming to guarantee more quality to the school feeding, and among these are: increase of the per capita value through the complementation of the municipality and its annual correction.
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MICHELLE RODRIGUES GOMES PINHEIRO
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O ATENDIMENTO EDUCACIONAL ESPECIALIZADO NA
EDUCAÇÃO INFANTIL PROMOVIDO PELO CENTRO DE REFERÊCIA EM INCLUSÃO EDUCACIONAL GABRIEL LIMA MENDES BELÉM – PARÁ
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Data: 11/02/2020
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Mostrar Resumo
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This research is linked to the studies that have been carried out by the Research line of Curriculum, of the Graduate Program in Management and Curriculum of the Basic School. As part of the Specialized Educational Service (AEE) theme. Its object of study is the ESA Strategies of children with disabilities enrolled in the Early Childhood Education Units of Belém carried out by the Reference Center for Educational Inclusion Gabriel Lima Mendes. The research was structured based on the following problem. What Specialized Educational Assistance strategies have been implemented by the Reference Center for Educational Inclusion Gabriel Lima Mendes in the care of children with disabilities enrolled in Early Childhood Education Units in the municipal education network of Belém. In order to subsidize the issue in question, other questions guided the research: since the Early Childhood Education units in the city of Belém do not have a multifunctional resource room, how is CRIE supplied the absence of this resource in Specialized Educational Services? How is CRIE developed the Specialized Educational Service in the municipal UEIs of Belém? What are the conditions for the offer of AEE carried out by CRIE for children with disabilities enrolled in municipal UEIs in Belém? With a qualitative approach, a case study was carried out, consisting of the following steps: bibliographic review, exploratory study, document collection, conducting semi- structured interviews, and some photographic records. The collected data were analyzed in the light of content analysis, which revealed that CRIE instituted two ESA strategies for children with disabilities from the UEIs in Belém. The first concerns the provision of this service in the context of the UEI, without action effectiveness of teachers towards children; the other strategy was the construction of an ESA project in Early Childhood Education carried out in the CRIE building. When defining and analyzing these strategies, I was able to observe tensions, challenges and the possibilities of a service that are placed in a structure that urgently needs to be (re) thought by the municipal public power. As for the supply conditions, the weakness of the ESA services offered by CRIE was found, with regard to the elements that constitute the ESA in basic education.
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CLEDINEI OLIVEIRA DA SILVA
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PUBLIC POLICY” OF NUCLEAÇÃO ¹ FOR COUNTRYSIDE SCHOOLS : THE CASE OF NOSSA SENHORA APARECIDA SCHOOL IN THE MUNICIPALITY OF TOMÉ-AÇU / PA
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Data: 22/01/2020
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Mostrar Resumo
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: The research “Public Policy” of Nucleação ¹ for Countryside Schools : The case of Nossa Senhora Aparecida school in the municipality of Tomé-Açu / PA analyzed the policy of nucleação of rural schools implemented by the local government through the Secretaria Municipal de Educação. Its development has problematized the interfaces of the nucleação process by going through methodological analysis of the apprehensions of the individuals who participated in the process of closing of 07 multigrade schools to make way for a leading school in the Ubim region. The research was based on the epistemological approach of historical-dialectical materialism as a theoretical possibility that intends to unveil and contextualize the educational research problem defined in this paper. The approach devised the qualitative aspects from a specific case of the Amazon region, aligned to field research with the use of semi-structured interviews and observation. For data analysis, documents such as the school pedagogical proposal (2014/2019) were used; the Nucleação Report of the Municipal Schools, and the Municipal Education Plan (2014/2024). The main formulations of authors such as Triviños (1987), Kosik (1976), Marx (2011), Hage (2015), Molina (2012), Arroyo, Caldart and Molina (2011), Souza (2006). , Frigotto (1994), Carmo (2016) and Vasconcelos (1993) were used as the theoretical background for this research. The text presents the construction of the object of study, the methodological theoretical processes, the result of the critical analysis of the official documents and finally the individuals' perspectives and the research inferences as a result. The report demonstrates the process of expropriation of the educational meaning and the evasion of educational quality from the perspective of the right to education devoid of any pedagogical responsible intention for providing improvements in the teaching of rural community. Politics is not considered as public policy, but rather as a government policy based on the fundraising and use of resources from federated entities, with “nucleação” as the object of justification, neglecting the development meaning of rural individuals in the perspective of omnilaterality.
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