|
Descrição |
|
|
-
EFIGENIA DAS NEVES BARBOSA RODRIGUES
-
PROFESSORES E SUAS NARRATIVAS SOBRE INTERCULTURALIDADE NO CURSO DE PEDAGOGIA DO PARFOR/AMAPÁ
-
Data: 02/09/2024
-
Mostrar Resumo
-
Esta tese tem como objeto de estudo a formação inicial de professores pela perspectiva intercultural crítica no curso de Licenciatura em Pedagogia pela Universidade Federal do Amapá e Universidade do Estado do Amapá desenvolvida pelo Plano Nacional de Formação de Professores da Educação Básica (Parfor) nas turmas de Macapá nos anos de 2015 a 2020, período de egressos dos professores. Para esta discussão assumimos a perspectiva da Interculturalidade Crítica e nos fundamentamos em autores como: Candau e Russo (2010), Candau (2008), Walsh (2019; 2010), Fleuri (2003) e Oliveira e Freire (2015) apontamos como objetivo analisar os conhecimentos interculturais na formação inicial de professores na Amazônia amapaense a partir da relação teoria e prática e do compromisso em formar professores críticos, para atuar no contexto social e educacional valorizando a cultural local. Para este estudo, nos apropriamos da abordagem qualitativa. O lócus da pesquisa documental foram as duas universidades públicas situadas na cidade de Macapá, que possuem o curso de licenciatura em Pedagogia pelo Parfor. Analisamos os Projetos Pedagógicos de Curso-PPC e os documentos oficiais da política de Formação de Professores no Brasil, no estado do Amapá, e do Curso de Pedagogia Parfor/UNIFAP e UEAP. As técnicas de pesquisa foram realizadas por meio da Entrevista Narrativa com sete (7) professores egressos do Parfor à luz da análise das contribuições de Clandinin e Connely (2011); Jovchelovich e Bauer (2008) que as consideram como a melhor forma de compreender e de representar as experiências de vida, particularmente as educacionais vividas e contadas pelos professores sobre o seu contexto profissional nas escolas onde estão inseridos. Utilizamos a Análise do Discurso como técnica de análise dos dados. Como resultados constatamos que: 1: as análises
documentais e dos dados empíricos nos possibilitaram entender que o Curso de licenciatura em Pedagogia/Parfor/UNIFAP/UEAP foi um curso de formação em caráter emergencial, nos marcos legais da formação de professores há uma forte influência da concepção neoliberal, tendo como base os organismos internacionais, concluímos também que o nível acadêmico dos professores egressos em exercício nos anos iniciais do ensino fundamental da rede pública amapaense e paraense contribuiu para a melhoria do ensino dos professores e foi ressignificada a partir da influência do curso, caracterizando- se em potencialidades. Entretanto, o curso apresentou sérios problemas de ordem administrativa (gestão), de infraestrutura (espaço), financeiros (tanto da instituição quanto dos acadêmicos) e de conteúdo (pouca ênfase nos conhecimentos interculturais). Esses problemas constituíram um grande desafio para as instituições superarem essas adversidades. 2: os projetos de Curso (PPC) de formação de licenciatura em Pedagogia/Parfor na Amazônia amapaense se relacionam com a Interculturalidade crítica de forma tímida, os projetos trazem elementos que se relacionam com a Interculturalidade, no entanto, os professores não reconhecem a efetividade dos conhecimentos interculturais e dos conhecimentos locais como o Marabaixo em suas formações. As análises revelaram um cenário preocupante: a Interculturalidade, componente crucial para a formação de professores comprometidos com a diversidade, ocupa um espaço tênue no curso de licenciatura em Pedagogia pelo Parfor. Mesmo havendo algumas iniciativas, o estudo demonstrou lacunas significativas na abordagem da Interculturalidade Crítica, questão que enfraquece e descontextualiza as discussões sobre as relações de poder e desigualdade presentes em diferentes contextos.
|
|
|
-
ELEAZAR VENANCIO CARRIAS
-
CORPO ERÓTICO E EDUCAÇÃO SENSÍVEL: CARTOGRAFIAS LITERÁRIAS COM HILDA HILST.
-
Orientador : GILCILENE DIAS DA COSTA
-
Data: 30/08/2024
-
Mostrar Resumo
-
This doctoral research is based on the following problem: How to map the geological connections of Hilda Hilst's erotic writing, in terms of the alliances between literature and education? How to connect Hilst's eroticism to the Earth and, consequently, provoke the eruption of the creative powers of a sensibility-other in education? What lines of force and escape run through the Hilstian Erotic Body? What educational powers emerge from the poetic experience with Hilda Hilst, having as a common plane the connections between the Erotic Body and a sensitive education? What transgressions is the Hilstian method of writing capable of provoking in educational research? More than by objectives, the idea of the thesis is moved by desire. A multiple, provisional desire, repeating and hammering the invitation-questions already posed, which can be summarized in the following block: the experimentation of a sensitive education as an event provoked by the eruptions of the Hilstian Erotic Body and its friction with the Earth. Education capable of making the generified body delirious, making it turn against itself, so that, in its becoming, the pulsations of a deterritorialized, erotic, creative body appear, connected with the becoming-woman, the becoming-animal, the becoming-mineral, etc. Education that takes place in the lines of escape to subjectivation, and machines the writing of an erotic, political body, in collective enunciation with the Hilstian literature. In its theoretical and methodological path, the research is woven with Gilles Deleuze and Félix Guattari's philosophy of difference, as a way of thinking that escapes representation, that aims at experimentation and the creation of a writing other, and that, instead of studying objects, accompanies processes, thus rehearsing a "literary cartography" (COSTA, 2022b) that implies going through Hilda Hilst's work as a book-rizome or open work, in the encounter of the difference that modifies thinking and turns the lines of writing into lines of life. "Literary cartography operates a double movement of deterritorialization in educational research: of the academicist word of order and the literary word as a source of interpretation of knowledge" (COSTA, 2022b). Here, such cartography is contaminated by the "Hilstian method, whose result is an emptying of meaning that spares nothing, not even the very language of which the author makes exuberant use" (MORAES, 2020). It is also made under the reverberation of anguishes and uncertainties that cross Hilda's own writing, experienced, at the same time, as necessity and escape, as a simultaneous movement of contraction and opening of the body: "Writing. I have to write. I don't have to write" (HILST, manuscript). In this sense, research does not seek answers, it creates them, because it is done in the very act of writing. It is not written about, it is written with Hilda Hilst, highlighting, as a research cutout, the works A obscena senhora D and the "obscene trilogy" composed of O caderno rosa de Lori Lamby, Contos d'escárnio – textos grotescos, and Cartas de um sedutor, which will be read in the light of the theoretical contributions of authors such as Bataille, Rancière, Eliane Robert Moraes and Alcir Pécora – the latter, recognized interpreters of Hilst's work. In synthesis, literary cartography in the Hilstian way tensions the oppositions between literature, science and philosophy and, "on the other hand, creates 'zones of neighborhood'" between multiple and transversal areas, through a hybrid writing in relation to literary genres, disobedient to grammar, fragmentary, rhizomatic, with obscene, provocative and sensitive language. The main idea of the thesis is that Hilstian literature can provoke unexpected encounters, multiple connections with the Earth and its inhabitants, fissures, ruptures and continuities and other ruptures, and also astonishment, delirium, tremors, jouissance, visions of the invisible, fever, vomit, relief - and health. Literature as a territory for sharing the sensitive (RANCIÈRE, 2009) and, therefore, as a healthy art for education. So far, it has been observed that the Hilstian Erotic Body is evidenced less by the nomenclatures "erotic," "obscene," etc. and more by the potency of the sensitive in writing. The more in alliance with literature, the more potent is education; healthier and more capable of producing the health of the people who are lacking. A transaction between literature and education. Literature seduces education and makes it a child from behind – as Deleuze (2013) would say – while devouring its generified, subjectified body. From this unauthorized coitus, obscene and anthropophagic, the Erotic Body is born, a block of sensations to emerge from the eruptions of the body – erotic fissures that release the power of a sensitive education.
Keywords: Erotic body. Sensible education. Hilda Hilst. Literary cartography.
|
|
|
-
ELLEN RODRIGUES DA SILVA MIRANDA
-
FROM TRAINING PROCESSES TO QUILOMBOLAR-SE IN THE AMAZON: “other” schools, “other” experiences of the expanded working class
-
Orientador : DORIEDSON DO SOCORRO RODRIGUES
-
Data: 30/08/2024
-
Mostrar Resumo
-
The thesis experience of the struggles of land workers, also understood as an economic-cultural class, when building ways of life centered on ontological work in contradiction with capitalism and when composing the working class in its making, produces its expansion, verified through Quilombolar-se from São José de Icatu Communities, Second District, Tambaí-Açu in Mocajuba/PA, Amazônia Tocantina. It was qualitatively guided by Anance's thread (the method). In the labyrinth of Nyame's challenge mode of investigation, he sought to answer to the contradictions between work-capital, as evidenced by the elements of the economic-cultural formation processes of the affirmation of the quilombola social being, as well as the dialectical relations between work-education and economy -culture that shapes the way the working class expands. To this piroose, we proceeded with a survey of information sources, including: review of documents, literature, observations and field notes, in addition to carrying out interviews treated in terms of significance, by content analysis, theoretically supported by Marx em Marx (2008; 2013), Marx e Engels (2007; 2009), Luxemburgo (2018), Lukács (2013), Mariátegui (2023), Cabral (1967), Fanon (1988), Nascimento (2006), González (2021), Moura (2021), Salles (1988), Thompson (1981; 1987; 1998; 2001), Willians (2011), Gorender (2013), Mattos (2019), Antunes (2009), Prashad (2023), Marañon (2012), Franzoi e Fischer (2015, 2020), Tiriba (2001; 2008; 2012; 2018), Pinto (2001; 2004; 2007), Gomes (1996; 2003; 2006; 2011, 2012), Rodrigues (2012), among others. Particularities of this artistic whole attest to the reality sculpted in the productive-cultural materialities of quilombola women and men resulting from their daily community struggles, knowledge from experience, originating from the work-culture-education relationship, lived, felt, perceived and modified through values, customs, traditions, feelings, belongings, ways of life in dispute in the labor-capital contradiction. In this sense, it was found that the elements of the expansion of the working class occur in the quilombola experience through daily community struggles that configure them into Earth Workers – children of Mother Earth, different from salaried rural workers, but who also affected in various ways by capitalism, being inserted in the labor-capital contradiction. They fight for another non-capitalist hegemony by fighting for their ways of life. It was also noted, as a consequence of the expansion of the working class as Land workers, Quilombolar-se is the becoming quilombola in the Amazon, Tocantina region, production of the life of the social being understood in the circularity of ancestry, Ubuntu process - ontological happening established in the human-nature and/or nature-nature relationship. Characterizations of this process were verified from the quilombola struggles when being uprooted from Africa, struggles against slavery, post-abolition struggles, struggles against social hierarchies and/or poverty; struggles for the redemocratization of Brazil from CEBs to Quilombola Associations; fights for territories and to maintain oneself; identity struggles; struggles for “other” cultural-economies; struggles for Quilombola Education and Quilombola School Education; struggles that involve knowledge from “other” schools. Quilombola struggles that are configured with “other” struggles of other peoples and constitute processes of economic-cultural formation of the broader working class. The research points out exits from the labyrinth as “other” utopias in the face of the manifested and ongoing cultural economic formation processes, citing the emergence of a “other” necessary non-capitalist world, since the metabolism of capital operates incompatible with the relationship humans-nature; democracy; solutions to poverty, poverty. Therefore, taken on the basis of ancestral communism that can reincorporate the working class into its activities – expand.
|
|
|
-
MONIKA DE AZEVEDO RESCHKE
-
A implementação do Instituto Cívico Jurídico Paes de Carvalho no contexto republicano no município de Belém (1898-1911)
-
Orientador : RAIMUNDO ALBERTO DE FIGUEIREDO DAMASCENO
-
Data: 29/08/2024
-
Mostrar Resumo
-
Esta tese de doutorado, vinculada ao Programa de Pós-Graduação em Educação na Amazônia (PGEDA) da Universidade Federal do Pará (UFPA), teve como objetivo analisar o processo de implementação do Instituto Cívico-Jurídico Paes de Carvalho (ICJPC) entre 1898 e 1911. A análise se deu a partir da compreensão do contexto histórico, do projeto educacional republicano, dos marcos legais do período e da organização administrativa e pedagógica do Instituto. Buscou-se com a pesquisa responder à questão: como ocorreu o processo de implementação do Instituto Cívico-Jurídico Paes de Carvalho, entre 1898 e 1911, no contexto educacional da Primeira República em Belém? Utilizou-se a pesquisa histórica a partir do levantamento e análise de fontes documentais, que iniciou com as visitações em arquivos e bibliotecas para coletar documentos relevantes, como relatórios, ofícios e atas. O referencial teórico foi composto, entre outros autores, por Saviani (2013, 2014) para tratar do contexto educacional da Primeira República; por Carvalho (2001, 2004) para a análise do imaginário e da cidadania republicana; Nosella, Buffa (2013) e Justino Magalhães (1998, 2004) para tratar sobre as instituições escolares, além das contribuições teóricas de Gramsci. A criação do ICJPC, em 1898, pelo intendente Antônio Lemos, com a participação de Virgílio Cardoso de Oliveira, visava proporcionar uma educação cívico-jurídica à população, formando cidadãos conscientes de seus direitos e deveres republicanos. A análise detalha o contexto histórico de sua fundação, o projeto de educação da época e os marcos legais que balizaram sua estrutura e funcionamento, evidenciaram que o Instituto foi uma estratégia de fortalecimento do ideário republicano e de formação de uma cidadania ativa e informada. Este trabalho contribui para a historiografia das instituições escolares no Brasil, destacando a relevância da educação cívico-jurídica na consolidação do regime republicano e na formação da identidade nacional.
|
|
|
-
PAULO RICARDO SILVA DO NASCIMENTO
-
EDUCAÇÃO MENOR EM ACONTECIMENTOS CONVIVIAIS COM TEATRO NO CASARÃO DO BONECO.
-
Orientador : JOSE VALDINEI ALBUQUERQUE MIRANDA
-
Data: 29/08/2024
-
Mostrar Resumo
-
Neste trabalho de tese, evidenciamos uma educação menor existindo em um acontecimento convivial produzido em experiência artística realizada pelo espaço coletivo de artes cênicas Casarão do Boneco, em Belém do Pará, com destaque ao evento Amostraí. Experiência que é discutida aqui em um âmbito de deslocamentos do conceito de “Literatura Menor”, apresentado por Gilles Deleuze e Felix Guattari (1975), em conjugação com as palavras Teatro e Educação no nível do convívio mediado pela obra teatral, potencializado pela partilha como princípio político. Um teatro menor, como argumentado por Heloisa Marina (2017), quando atravessa a perspectiva do acontecimento, aponta um viés formador, educacional, uma educação menor, como pensada por Silvio Gallo (2008), onde o ato político se evidencia na insistência em um estado de comprometimento com as transformações no que está estabelecido, com a singularização, com valores libertários, com a felicidade coletiva. Olhamos para esta experiência como acontecimentos conviviais (Jorge Dubatti, 2016) e os entendemos como vias de trânsito dessas micropolíticas, que vão por dentro do que se cria e expõe como cena, nas maneiras de teatros traduzidos em convivências, no tempo do embaralhamento do ficcional com o “ao vivo”, na presentificação como argamassa na construção dramatúrgica e nas conversas fiadas que confabulam devires e realidades. Confabulações relacionais de modos de ver mundos, possibilitando partilhas e vínculos sociais, donde se dispara devires minoritários com teatro e provocam-se rebeldias afetivas, vislumbres revoltosos de outros futuros possíveis por vias de uma educação menor.
|
|
|
-
ANTONIO HENRIQUE FRANÇA COSTA
-
This study has as its theme Teacher Training and Education for Ethnic- Racial Relations (ERER), and as an object of investigation, the Degree Course in African and Afro-Brazilian Studies (LIESAFRO) at the Federal University of Maranhão (UFMA). This study is characterized as bibliographic, with the general objective: Analyzing the process of Initial Training for the Education of Ethnic-Racial Relations carried out in the Degree in African and Afro-Brazilian Studies (LIESAFRO) at the Federal University of Maranhão (UFMA), and objectives specifics: Understand how the legislation on ERER in the form of Laws nº10,639/2003 and nº11,645/2008 was consolidated at UFMA through LIESAFRO; Demonstrate the importance of LIESAFRO in the discussion of ERER and a non-Eurocentric Curriculum; Record the main results of the activities developed by LIESAFRO, and the academic and professional career of the students in the period from 2015 to 2020. The problem that motivated this study lies in the need to understand how the Degree in African and Afro-Brazilian Studies (LIESAFRO), develops its activities related to ERER, working from a non-Eurocentric Curriculum and a new epistemology proposal for Initial Training and Continuing Teacher Training. The reading of the object of study is structured through the theoretical-methodological contribution based on the formulations on Curriculum in José Sacristan (1998, 2016, 2017); José Sacristan and Antonio Gomez (2000); Paulo Freire (1921/1997/2018, 2001, 2014); Kátia Regis (2009, 2012); Culture in Frantz Fanon (1952, 1956/2012, 1961/2005). And specialized literature based on the formulations on Teacher Training in Wilma Coelho and Mauro Coelho (2013, 2018, 2021); Wilma Coelho (2018); Tania Müller, Wilma Coelho, Paulo Ferreira (2015); Wilma Coelho and Carlos Silva (2015); Wilma Coelho, Tania Müller (2013); Wilma Coelho and Carlos Silva (2016). And the methodological contribution, structured in Laurence Bardin (2016) through Content Analysis techniques, with regard to the organization and treatment of documents identified on the topic. The results found in this study indicate that the theme of Initial Training and Continuing Training of Teachers in ERER, and its relationship between teaching and research is “sustained” by an educational “praxis” that enables the construction of new paths of learning. In this way, the results found demonstrate that LIESAFRO is configured as a new epistemology, which has contributed to the decolonization of the Curricula of the Initial Training and Continuing Training Courses for Teachers, based on the practice and knowledge worked with its students.
-
Orientador : WILMA DE NAZARE BAIA COELHO
-
Data: 27/08/2024
-
Mostrar Resumo
-
Keywords: Initial Training, Education for Ethnic-Racial Relations, Federal University of Maranhão, African and Afro-Brazilian Studies
|
|
|
-
JESSICA FERREIRA NUNES
-
PROFESSOR ADILES ARACY ALVES MONTEIRO: PARTICIPATION AND CONTRIBUTION IN THE INSTITUTIONALIZATION OF SCHOOLING FOR PEOPLE WITH VISUAL IMPAIRMENT IN THE STATE OF PARÁ
-
Orientador : GENYLTON ODILON REGO DA ROCHA
-
Data: 26/08/2024
-
Mostrar Resumo
-
This thesis, whose central theme was the history of special education in Pará, aimed to analyze the role of Professor Adiles Monteiro in the institutionalization of education for visually impaired individuals in the state of Pará. The investigation was guided by the following questions: a) What qualifications did Professor Adiles Aracy Alves Monteiro possess that enabled her to work in the education of visually impaired people?; b) What role did Professor Adiles Aracy Alves Monteiro play in the institutionalization process of education for visually impaired people in the state of Pará?; c) What was Professor Adiles Aracy Alves Monteiro's professional contribution during the institutionalization process of education for visually impaired people in Pará?. Grounded in social historical research, the investigative approach employed was the History of Intellectuals, utilizing methodological techniques such as networks of sociability, intellectual itineraries, and generational concepts to approach the subject under investigation. The data forming the investigative sources were documents located during searches at institutions such as the Legislative Assembly of Pará (ALEPA), the Tancredo Neves Cultural and Touristic Center (CENTUR), and the personal office of the professor. Content Analysis was employed as a data treatment technique. The data revealed that Professor Adiles Aracy Alves Monteiro was a pioneer in special education, directly involved in the institutionalization of education for visually impaired individuals in Pará. Her professional involvement in the education of visually impaired students spanned thirty-nine years, beginning with the founding of the School for the Blind in Pará (1953), and encompassing changes in paradigms and services provided by this institution, from the segregationist period to the era of school integration. The intellectual itineraries of the professor reveal that her education positioned her at an innovative formative level within the state. She was among the first to complete specialized training to work with visually impaired students (1953), she joined the first class of the Bachelor's program in Pedagogy at the University of Pará (1958), and she was the first professor of Special Education from Pará to enroll in a Master's program and publish a dissertation on Special Education in the state of Pará (1977). Her formative and professional experiences establish her as a significant intellectual in education, an important figure in the history of special education in Pará, with substantial contributions not only to the institutionalization of education for visually impaired individuals but also to the field of scientific knowledge production within the educational context in which she lived.
|
|
|
-
MARIA DE LOURDES SANCHES VULCÃO
-
Confessional Religious Education; Secular Religious Education; Public policy; religious phenomenon.
-
Data: 23/08/2024
-
Mostrar Resumo
-
The theme of this study addresses the Influence of the transition from confessional belonging to the secular state domain in the trajectory of Religious Education, in the territory of the Brazilian Amazon. In the problematic, the question is: what is the importance of LDB/1996, BNCC/2017, and DCNCR/2018 for the identity construction of secular Religious Education in the Brazilian Amazon, breaking free from the confessional ties that were historically imposed on them, in their course? What obstacles stand in the way of Religious Education in the Brazilian Amazon, in the transition from confessional membership to secular public membership? What is the prospect to overcome the limits to the effectiveness of teacher training and the definition of content launched by the regulations BNCC/2017 and DCNCR/2018? The hypothesis is that the LDBEN 9.394/96, BNCC/2017 and the DCNCR/2018, when they came into force, enabled efforts and actions in the Brazilian Amazon to change and consolidate the new identity of Religious Education from confessional to phenomenological, with the possible. As a consequence, the withdrawal of management by religious institutions over teacher training and the contents of this component, as well as the assumption of the management of the RE by the governmental Bodies. The general objective is to understand the vicissitudes of the journey of Religious Education, in the process of transition from confessional belonging to the secular public domain. As for the specific ones, they consist of: Understanding the religious phenomenon as an object of study of Religious Education and the relationship established between Religion, School and Science; Trace the historical path of Religious Education under the Confessional Management provided for in Brazilian Laws and regulations, from the Royal Classes to the condition of compulsory subject with optional enrollment; To analyze the mishaps in the formation of the teacher of Religious Education, experienced in the three pioneering courses of Sciences of Religion, in Brazil; Evaluate prospecting for the consolidation of State Management for Religious Education in Amapá, in order to overcome the resistance of public HEIs UNIFAP and UEAP in offering Graduation in Science of Religion. The methodology is based on the Historical-critical approach, along the lines of Dermeval Saviani. The loci will be Pará and Amapá, with documentary research and on digital platforms, in addition to the application of semi-structured interviews to the subjects: professors of Religious Education from Amapá, professors from the Course of the Archdiocese of Belém and UEPA, graduates of the first Religious Education Course in Pará and socio-institutional agents from UNIFAP and UEAP. The temporal delimitation begins in 1996, the year in which LDBEN 9.394/96 came into effect, from which policies were implemented aimed at the training of teachers who were working in public and private networks in Brazil. It runs through 2017 – year of edition of the BNCC, valid for public and private schools in the country –, extending until 2018, historical date of edition of the first DCNCR, qualification required to teach Religious Education. The expected result points out that although the Laws stipulate that the management of the ER be assumed by the Public Power, there is a lack of political will and social commitment on the part of the governmental bodies that are responsible for executing the policies for Education, both at the federal and state levels.
|
|
|
-
SUELI ANDRADE DOS SANTOS
-
VISION OF TEACHERS-GRADUATES FROM PARFOR-UNIFAP LITERACY CLASSES: CHALLENGES IN ACCESS AND PERMANENCE (2012-2022)
-
Orientador : MARIA DE FATIMA MATOS DE SOUZA
-
Data: 09/08/2024
-
Mostrar Resumo
-
The theme of the Thesis is Teacher Training in Brazil and the object of study is the National Plan for Training Teachers in Basic Education (PARFOR), with emphasis on the Federal University of Amapá (UNIFAP). The starting point was the problem: how did the participants of the Portuguese-French Literature Course/PARFOR at UNIFAP perceive teacher training, given the challenges in access and retention? The general objective was to understand teacher training at PARFOR-UNIFAP, based on the vision of former teachers from the Portuguese-French Language Course on the challenges of access and retention. As for the specifics, they unfold into: analyzing the intricacies of teacher training policy in the reformist context of Brazilian Education that influenced the implementation of PARFOR/UNIFAP; discuss the implementation of the PARFOR/UNIFAP Portuguese-French Literature Course and its impact on the training of teachers in the public teaching network of Basic Education in Amapá; verify the views of graduate teachers of the Portuguese-French Literature Course/PARFOR on the challenges regarding access and retention in the teaching training offered by the Program at UNIFAP. The methodology is a qualitative approach, supported by the Historical-Dialectical Materialism (MHD) method, using documentary research relating to the creation of PARFOR and its implementation at the Federal University of Amapá, a locus in which a questionnaire was applied on the challenges for the access and permanence in the Program for teachers-graduates of the Portuguese-French Literature Course from the classes from 2010 to 2014. The empirical results indicate that PARFOR is an educational policy for teacher training resulting from the reformist context of the Brazilian State, comprising as a quick-form compensatory neoliberal policy. interested in responding to a demand from the guidelines of International Organizations and the provisions of LDB/96, rather than promoting solid training. It was concluded that teachers are at the epicenter of the class struggle and the formation of organic intellectuals and in this scenario, PARFOR acts as a mechanism to maintain dominant hegemony, by providing teacher training on a market basis. It was concluded that analyzing PARFOR as a Brazilian educational policy of the 21st century is to position it historically in a context of educational crisis, as the training model that has been interfering is increasingly distancing itself from the true emancipatory purpose of Education.
Keywords: Educational Public Policy; Teacher training; PARFOR; Access and Permanence
|
|
|
-
KEILA ROBERTA CAVALHEIRO GUIMARÃES
-
THE CONCEPTION OF COMPREHENSIVE FULL-TIME EDUCATION IN NORTHERN BRAZIL: A REVIEW OF THESES AND DISSERTATIONS FROM 2012 TO 2020
-
Orientador : MARIA DE FATIMA MATOS DE SOUZA
-
Data: 06/08/2024
-
Mostrar Resumo
-
The research addresses the theme of full-time integral education and its general objective is to analyze the conception of integral education predominant in theses and dissertations that had the Northern Region of Brazil as the research locus, from 2012 to 2020. The investigation used the approach qualitative, with the state of knowledge as a specific type of research, and as methodological procedures: bibliographical research based on authors who address the subject such as: Arroyo (2012), Cavaliere (2007), Coelho (2009) Maurício (2019), among others. A documentary analysis of the educational legislation that deals with the policy of full-time, full-time education in Brazil was also carried out. Data collection was also used through the CAPES theses portal. The results reveal that: a) the origin of the implementation of comprehensive education and full-time school initiatives in Brazil has the educator Anísio Teixeira as its main reference and inspiration. Influenced by the thought of John Dewey, who disseminated the ideals of the New School movement in opposition to the Classical School; b) integral education, as a historically referenced concept, has its materiality under construction, in Brazil, through the expansion of the school day and concepts that, changing over time, have been creating different logics and practices that are based on diverse political-philosophical principles; c) documentary analysis of Brazilian legislation revealed that education is a fundamental human right, supported by national and international legal systems, and that the provision of full-time education in Brazil needs to guarantee full training that understands and values the various dimensions formative, recognizing historically situated and multidimensional subjects; d) the panorama of scientific production on the topic revealed that the expansion of scientific interest in this field of investigation is present in the scope of postgraduate studies throughout the Brazilian territory; e) the study showed that the topic was present in 12 Postgraduate Programs in education in the country, with emphasis on the Postgraduate Program in Education at the Federal University of Western Pará – PPGE/UFOPA, which concentrates the largest number of publications, with a total of 19 productions; f) the dissertations analyzed present different conceptions and perspectives of full-time comprehensive education. However, the predominance of a conception of integral education associated with the need to expand the school day focused on assistance was noted, which gives the school new functions that in other times were not its responsibility. The study led to the conclusion that the provision of education must guarantee the full development of children, adolescents, young people and adults, providing multiple learning opportunities. Therefore, to implement full-time comprehensive education, it is important that the extension of this time ensures the right of access to fundamental elements such as culture, art, sport, science and technology and others.
Keywords: Comprehensive education. Full-time. State of knowledge. Educational politics.
|
|
|
-
IZETE MAGNO CORREA
-
BETWEEN FEARS AND HOPES:
The management of state schools in Belém Pará during the COVID-19 pandemic (2020-2021)
-
Orientador : NEY CRISTINA MONTEIRO DE OLIVEIRA
-
Data: 11/07/2024
-
Mostrar Resumo
-
This investigation addresses the topic of school management and organization and raises the hypothesis that the pandemic provided an opportunity for the intensification of demands for school management performance from the perspective of managerial management in state public schools in Belém-PA, given that the ideas of “efficiency”, “effectiveness” and “flexibility”, already present in Pará education, have become central and widely used concepts. Thus, the central objective was to analyze the intricacies of the organizational dynamics established by the management of state schools in the municipality of Belém-PA, in the years 2020 and 2021, in the context of the COVID-19 pandemic, based on a meso understanding of the organization educational, associating microsocial intentions with macrosocial relationships, in order to understand the strategies used by the management team to meet institutional requirements and the demands of the school community. The methodological procedure followed in accordance with the qualitative approach, carried out through bibliographical research, document analysis and empirical research, whose data collection instrument was the semi-structured interview, carried out with 2 managers and 4 pedagogical coordinators, in two schools in the State Network from Belém-PA. As previous categories of analysis for reading the documents and analyzing the interviews, public educational policy, management models, and school management and organization were highlighted. Among the data collection sources, we used information from the Basic Education School Census, the National Institute of Educational Studies and Research Anísio Teixeira (INEP), and the websites of the Ministry of Education and the State Department of Education (SEDUC-PA). The methodological theoretical framework was based on the Sociology of Organizations by Licínio Lima (2011a, 2011b) and the approach to the Policy Cycle, considering the classification proposed by Bowe, Ball and Gold (1992), based on the studies of Jeferson Mainardes (2006, 2007, 2009, 2013, 2017, 2018). The results point to the process of productive restructuring of capital, which even during the COVID-19 pandemic, had a violent impact on people, revealing a conception of managerial school management, which required a new profile of a multifunctional, flexible professional, who was able to the introduction of new TDICs, digital platforms and applications – WhatsApp, PDDE Interativo, PDDE Educação Básica, school management system and SEDUC-PA –, and were efficient enough to take care of professionals, students, families and at the same time time to manage and sanitize precarious environments, without adequate financial assistance and without the support of the central body, in the midst of the public health calamity, thus requiring the reorganization of the work team, the use of more efficient technologies and the implementation of effective strategies for management that could contribute to the optimization of resources, thus announcing a working day that extended beyond nights, weekends, holidays, vacations and caused serious health problems for the management team.
|
|
|
-
CLAUDIO NASCIMENTO DA COSTA
-
THE WEAVING OF A FAIR UNIVERSITY IN THE AMAZON THROUGH THE LOOK OF GRADUATES IN VULNERABLE SITUATIONS AT UFPA
-
Orientador : DINAIR LEAL DA HORA
-
Data: 11/07/2024
-
Mostrar Resumo
-
This work presents as an object of study the sense of justice that has been imprinted by the organizational processes of the Federal University of Pará – UFPA, from the perspective of undergraduates in vulnerable situations. Analyzes the way in which UFPA, Campus Belém-PA contributes through the Student Assistance and Accessibility Policy - PINAE, to produce the conditions to guarantee education in the dynamics of creating a fair university for its university students in vulnerable situations. To this end, it is based on a qualitative approach, uses a case study and, as methodological procedures, the bibliographic literature review, documentary analysis and field research mediated by semi-structured interviews according to speech are used. of the research subjects: undergraduate students in vulnerable situations at the Federal University of Pará – Campus Belém; representatives of social entities created to ratify political representation in line with the struggles and interests of minority groups of students in facing the challenges and problems experienced by vulnerable university students in the daily life of UFPA; and the manager of the Student Assistance Superintendency – SAEST/UFPA. Thus, the investigation sought elements to answer the following research problem: How the Federal University of Pará – UFPA (Campus Belém-PA) has sought to implement the principles of a fair university, through student assistance, as a right to education for its students university students in vulnerable situations? In this sense, attentive listening to these students, together with the analysis of institutional processes, allowed me to identify that PINAE has played a fundamental role in promoting social justice within the Federal University of Pará, through programs such as Permanence Grant , Food, Health and Housing Assistance, confirm that the work of SAEST has provided organizational arrangements to face the situation of student socioeconomic vulnerability, thus, these academics substantiate Student Assistance as the Pillar, the Law, the Support, the Provider, the Guarantee that the academic path will not become an impediment to success. However, during the listening process, it was also possible to identify challenges and limitations such as the difficulty of effective communication with students, insufficient resources, difficulties in accessing the benefits offered, excessive bureaucracy and delays in analysis. of the processes for granting aid, were some of the points raised as obstacles to the effective guarantee of justice at the university. In such a way that it was possible to verify that UFPA is in constant search to be the least unfair possible, through Student Assistance, the university has been committed to ensuring that, more and more, vulnerable students have access to the resources and support necessary to achieve their academic, cognitive, emotional, ethical, and cultural potential, therefore contributing to citizenship formation based on promoting respect for differences and valuing a culture of welcoming, inclusion and equal opportunities among peers.
|
|
|
-
JEAN MAURO DE ABREU MORAIS
-
Compreendendo sentidos, percepções e valores presentes na política de bonificação do magistério público do Estado do Acre
-
Data: 04/07/2024
-
Mostrar Resumo
-
Esta tese apresenta e analisa a política de bonificação do magistério público estadual do Acre, instituída pelos Prêmios de Valorização e Desenvolvimento Profissional (VDP) e Prêmio de Desenvolvimento da Gestão (VDG) e efetivada no contexto das reformas educacionais promovidas durante as gestões da Frente Popular do Acre (1999-2018). Tem-se como objeto de estudo as reformas do aparelho do Estado desenhadas e executadas na perspectiva de um Estado gerencialista sob influência da Nova Gestão Pública e que, no caso da educação, adquire materialidade pelas políticas de accountability, da qual a política de bonificação é parte constituinte. Trata-se, portanto, de um estudo de revisão bibliográfica sobre a política de bônus, calcado nas análises de Afonso (2012; 2013; 2019), Ball (2001; 2002; 2006; 2021), Brooke (2006, 2013), Brooke; Rezende (2020), Dardot; Laval (2016), Dourado (2019, 2020) Freitas (2012, 2013, 2018), Lagares (2021), Lagares; Nardi (2020), Laval (2019), Lima; Gandin (2012), Mainardes (2006, 2009, 2018ª, 2018b), Mainardes; Marcondes (2009), Maroy (2013), Maroy; Voisin (2013), Martins (2016), Nardi (2014), Oliveira (2015), Passone (2014), Perboni (2017), Santos; Vilarinho (2021), Schneider (2017, 2019), Tarlau; Moller (2020), Zatti; Minhoto (2019) e de pesquisa de base documental traduzida em atos normativos como, por exemplo, as leis nº 67/1999, 1.513/2003 e 3.141/2016, bem como os Decretos de números 4.923/2009, 4.924/2009, 3.191/2015 e os documentos produzidos no contexto dos acordos com o Banco Mundial. Ao mesmo tempo, essa política foi analisada sob a abordagem do conceito de Ciclo de Políticas (policy circle) como ferramenta analítica, contemplando-se os contextos da influência, da produção dos textos e o da sua efetivação na prática. Por fim, defende-se que, nas políticas de bonificação efetivadas no Acre, o gerencialismo com um forte componente de accountability disfarçado de política de valorização profissional prevaleceu sobre os aspectos pedagógicos, funcionando como orientador na definição das políticas públicas para o setor, garantindo, assim, um maior controle/regulação sobre a gestão e a organização do trabalho docente. Dessa forma, os mecanismos de controle e regulação de que o Estado dispõe passam a ser determinantes e facilitam a adoção do princípio da qualidade, um forte componente do discurso neoliberal que mascara a meritocracia subjacente à política de bonificação Palavras-chave: Sistema Público de Ensino. Política de Bonificação do Magistério. Valorização dos Profissionais da Educação. Accountability. Política educacional.
|
|
|
-
JEMINA DE ARAÚJO MORAES ANDRADE
-
HUMAN RIGHTS IN THE CURRICULARIZATION POLICY OF THE EXTENSION OF FEDERAL UNIVERSITIES OF THE BRAZILIAN AMAZON
-
Data: 27/06/2024
-
Mostrar Resumo
-
The present study aims to identify how Human Rights have been conceived/organized in the curricularization of Extension and in extension actions at Federal Universities in the Brazilian Amazon. It is justified by the understanding that both University Extension and Human Rights are important instruments for the construction of citizenship, ethical, awareness-raising and emancipatory training, and the subject must be seen not as the passive recipient of rights and actions of the university, but perceived, above all, as the protagonist of these actions and beneficiary of social educational policies. The research starts from the following problem: how are Human Rights conceived/organized in the Extension curricularization processes and in the extension practices of federal public universities in the Brazilian Amazon? This is a documentary and field research, with a qualitative approach, using Content Analysis. The loci chosen were 7 (seven) Federal Higher Education Institutions (IFES), representing each Federation Unit that makes up the Brazilian Amazon region. The research revealed that of the seven IFES investigated, five have already institutionalized the curricularization of the extension, going through the implementation phase in the PPC. Furthermore, in most universities, the characterization of curricularization occurred through the creation of a specific component, which would accept, for the purposes of crediting 10% of the total course workload, actions, especially in extension modalities. It was evident that the theme of human rights is present in the process of curricularization and extension actions, however, its greatest representation is in institutionalized actions, in which in all IFES there are actions linked to the Human Rights and Justice axis in progress. Therefore, Educating in Human Rights, through University Extension, goes beyond a merely educational process, as it is equivalent to a political and principled act to be exercised.
|
|
|
|
|
|
-
LINA GLAUCIA DANTAS ELIAS
-
Endoeducation of Quilombola Women: crossings through knowledge, social and pedagogical practices in the
rurality of artisanworkers from the quilombola community of Rio Genipauba, municipality of Abaetetuba-PA.
-
Data: 23/04/2024
-
Mostrar Resumo
-
The ongoing investigation presents as its object of study the relationship between the knowledge of rural workers and artisans and the 'education of life' as it occurs in the Quilombola Community “Sagrado Coração de Jesus” on the Genipaúba River. Thus, I seek to verify whether the knowledge and social practices of rural workers and artisans from the Quilombola Community “Sagrado Coração de Jesus” on the Genipaúba River, stimulate educational processes of sharing the social production of existence, which enable a movement of resistance and maintenance of quilombola sociability, facing sociability in the logic of capital. Gramsci's (1988) ideas regarding hegemony and counter-hegemony were used as a theoretical contribution, since both the State and civil society are permeated by class struggle, the concept of experience that Thompson (1987), elaborates, making it possible to understand and analyze the knowledge of rural workers. That of Freire (1977, 1982) and Brandão (2002), when affirming the process of endoeducation, in which learning is participating in cultural experiences in which, by participating in such founding events, each of us reinvents ourselves. And other studies on quilombola women, quilombos in the Tocantina Amazon, social organization of workers, and the disputes produced within them and the interference of capital brought through agribusiness, through commercial and productive relations. It was found that these quilombola women assume a shared way of doing and knowing, privileging the preservation of ancestry, territory, care and cultivation of community relationships, work, and ways of living and being in the world, which reinforce practices of existence in river waters, in fields, in backyards, and in the creation of biojewels, corroborating with their experiences of struggle the maintenance of quilombola sociability, in a counter-hegemonic movement in the face of interference in the logic of capital.
|
|
|
-
CRISTIANE LOPES DE SOUSA
-
THE RUPTURES AND PERMANENCES OF PEDAGOGY OF COMPETENCES AS A REFERENCE IN SECONDARY EDUCATIONAL POLICIES IN BRAZIL: the formation of the sacrificial citizen
-
Data: 04/04/2024
-
Mostrar Resumo
-
The thesis presents, as object of study, the Pedagogy of Competences as a reference in high school educational policy, with which it seeks to analyze the ruptures and permanences identified in documents from the 1990 to 2019. It is problematic that, considering the theoretical basis, the purposes, the training objectives and the proposed strategies, which are the ruptures and permanences of the Pedagogy of Competences, as a reference for high school, have materialized in educational policy in the period from 1990 to 2019. The theoretical-methodological framework is based on historical-dialectical materialism, based on studies by Nosella and Buffa (2005), Kopnin (1993) and Kosik (1976). The methodology is of a qualitative approach, using bibliographic and documentary research, data analysis carried out using the content analysis technique, based on Bardin (1977), with legal-normative instruments systematized with the following time frames: 1990 - 2002, 2003 - 2015 and 2016 - 2019. In this research, we start from the thesis that the Pedagogy of Competences is a basic reference in Brazilian educational documents in the last three decades, being hegemonic between 1990 -2002, disputing the educational project with integrated high school between 2003 - 2015 and regaining prominence of hegemony in documents in the context of the reform of the “New” high school, between 2016 - 2019. The research results lead to conclusions that the Pedagogy of Competences has been hegemonic in the Brazilian educational project for most of the last 30 years, in particular on the theoretical basis, the aims and training objectives, while elements of rupture were identified based on the shifts in focus. The ruptures identified refer, in particular, to the period 2003-2015, when the content of the educational project competed with integrated education, resulting in a conceptual mix in a period of accommodation of interests. It was found that the resumption of the hegemony of the Pedagogy of Competences from 2016 onwards, occurred with a focus on the socio-emotional aspect of the psychological dimension, differentiating itself from the cognitive aspect of the 1990s. And youth protagonism, life project and entrepreneurship, which are the slogans of the ongoing reform, and also the type of subject that is desired to be formed, were characterized in a more exacerbated manner compared to the 1990s. It was also identified that homo economicus reveals itself as the type of subject that Since the 1990s, the Pedagogy of Competences has aimed to train people, which expresses the perspective of the subject defended by the capitalist project, which, nowadays, is characterized as the sacrificial citizen.
|
|
|
-
JESSE PINTO CAMPOS
-
BIOFRAGMENTOS DE UMA VIDA-EDUCAÇÃO AMAZÔNICA: INFÂNCIA E ARTE MENOR COM PAUL KLEE
-
Data: 28/03/2024
-
Mostrar Resumo
-
The thesis moves through the childhood blocks experienced by Paul Klee in his diaries and works. We aim to fable a minor art in the encounter with the creation of biographemes to experience a biographematic education as a creator of affections and desires in education. The biographeme is a concept created by Barthes that presents new ways to reveal the sense of unknowing of life and work. In our case, we seek to experiment and create new meanings for Paul Klee's life-work. The minor art expresses collective enunciation experienced in the transgressions, sensations, desires, and delights of the work on canvas without a representation model of imitation and totalization. In other words, the minor art produces biographemes that create sensations and intensities still unknown within the biographologists – who write biographemes – deep senses that came to the surface through the singular affections experienced in Klee during a lost time. The biographematic method developed by Corazza (2010b, 2014) is based on Roland Barthes and his concept of biographeme. In other words, it is a method that brings a new notion to biography that gains new writing to create a composition without resentments of the past, giving it new meanings. In the biographematic method, we looked at Klee's diaries (1990) and his works of art, which we experimented with in workshops in Basic Education and Higher Education in Mocajuba and Cametá, cities in Pará. In short, the lines of writing in This thesis provided clues to a biographematic education in its encounter with minor art as a power of life-work in Klee. We created unique biographemes and biofragments that emerge as signs of education, sometimes revealing pain and sometimes spreading affection. These signs were experienced in school and became singular affections that needed to get inside of school grounds to touch the interior of the other, in the rumor of a teaching-learning between childhood blocks and sensations created in life for affection in education.
KEYWORDS: Minor art. Childhood blocks. Biographeme. Paul Klee. Biographematics Education.
|
|
|
-
LAERCIO FARIAS DA COSTA
-
THE NATIONAL CURRICULAR GUIDELINES FOR MAROON SCHOOL EDUCATION: A STUDY IN THE STATE OF PARÁ
-
Data: 01/03/2024
-
Mostrar Resumo
-
This study aims to analyze the Educational Legislation referring to the basic school in interface with the DCNEEQ in the State of Pará. For this, as specific objectives, we will seek to elaborate a legal panorama on the construction of DCNEEQ in a historical and conceptual approach supported by our theoretical contribution, insofar as we recognize the way in which the theme is being marked out by academic productions. In this way, we propose to outline the profile of the State Education Plan of the State of Pará as a structural document, so, using these data, we will seek to identify the Educational legal apparatus of the State of Pará under the bias of its regulation and regulation policies with a view attentive to the profile of the agents that integrate and mobilize this field in dialogue with the DCNEEQ. The data were methodologically structured from the conformations on content analysis, in Bardin (2016) and interpreted through the concepts of habitus and field of Bourdieu (1989; 2003; 2013); anchored in the conceptual notions of Curriculum in Apple (1979; 1995; 2001; 2006); Silva (1996; 2005) and Sacristán (2008; 2013) and, to conform the concept of quilombo, we used (ALMEIDA, 1998; MUANGA, 1996). The problem is based on studies by (MIRANDA, 2012; 2018). Thus, we provisionally point out that the field of quilombola school education has been affected by social tensions and articulations; Policies; Legal and Educational under the aegis of a refracted habitus of a cultural and economic field whose agents with autonomy to establish the rules compete between a Eurocentric cultural hegemony and codified by the capital code, disputing space with intercultural diversity under the eyes of culturally differentiated peoples. This process has implied advances and setbacks between regulatory and regulatory laws in what forms and shapes the organic and reliable construction of an education based on school knowledge – ancestral – and, notably, anti-racist. Keywords: Quilombola Education. National Curriculum Guidelines for Quilombola School Education. State of Pará.
|
|
|
-
ANDRESSA DA SILVA GONCALVES
-
This research was part of the line of research 'Education in the Amazon: educator training, pedagogical praxis and curriculum' in the Postgraduate Program in Education in the Amazon (EDUCANORTE) and its theme and object was the northern curricula reformulated by the National Common Curriculum Base. The general aim of the work was to analyze how the curricula in northern elementary school incorporate the guidelines of the National Common Core Curriculum (BNCC), especially those relating to ethnic-racial relations in the teaching of history. Among the specific objectives were: 1) To highlight the structure of the BNCC and northern curricula; 2) To reflect on the specialized literature related to the pillars of the work: BNCC, Curriculum and History Teaching; 3) To identify the place of regional specificities in history teaching in northern curricula guided by a unified Base; 4) To detail the composition of the narrative focused on regional history in state curricula; 5) To assess the insertion of ethnic-racial themes in history teaching in state curricula. Through this incursion, we argue that the state curricula of Acre, Amapá, Amazonas, Pará, Rondônia, Roraima and Tocantins follow the homogenizing logic of the BNCC to varying degrees, which is reflected in the approach to Amazonian identity, which includes regional history and ethnic-racial formation. In this sense, these dimensions are addressed in the curricula analyzed based on the neoliberal and neoconservative premise professed by the BNCC, which supports not only Eurocentrism, but also Southeastcentrism. In this sense, we argue that the northern curricula do not fulfill their function, which is to guarantee 40% of the diversified part of their curricula. Since, in addition to the small and superficial inclusion of regional history and ethnic-racial relations, they also sideline these spheres in favor of the hegemony of the agency, culture and history of Europe and the Southeast.
-
Data: 29/02/2024
-
Mostrar Resumo
-
BNCC; History Teaching; Ethnic-Racial Relations; Northern Region Curriculums..
|
|