In this master's research project, entitled Students' sayings about video lessons on YouTube - Some links between discourses and Education, we aimed, from a discursive perspective, to problematize what students say about YouTube video lessons, when used as a didactic-pedagogical tool, based on the sayings of 15 third-year students from a high school in Tucuruí-PA, 25 discursive clippings, extracted from audio-recorded interviews at the school. Based on the assumption that discourse reveals pedagogical identities and actions, both inside and outside the classroom, we hypothesized that the students' discourse constructs the pedagogical model of using YouTube as a complementary teaching-learning tool. In this work, we used the qualitative method, seeking to analyze how students who use YouTube video lessons to study express themselves when talking about these video lessons, with the intention of understanding the ideological constructions that are present in the content of the object we are studying, in other words, we analyze the contexts of the pedagogical-social structure in which the discourse is inserted. To do this, we used verbal sources and recorded 15 audio interviews with high school students from the Simão Jacinto dos Reis State High School in Tucuruí-PA. These interviews were transcribed and then the interviewees' discursive clippings were analyzed using the Discourse Analysis method. After analyzing the results, we found what we already had as a hypothesis, that YouTube video lessons are widely used by teachers and students to help with teaching and learning, however, with the research we proved, through students' discourse, that YouTube video lessons are used much more as a teaching tool than we imagined, and are considered very good by the students, but that according to the interviewees they are no substitute for a face-to-face lesson with the teacher at school, pointing out that Discourse Analysis is very important for uncovering realities that we still don't quite know how they work. Therefore, it is important to say that the development of this work took place through dialogues and theoretical alignments to the study of discourse, and converging areas such as: new technologies in education and pedagogical mediation, endowed with the possibility of discussion aiming at a transdisciplinary look. In this way, we carried out this research based on the vertiginous growth in the use of YouTube video lessons as a complementary teaching tool, which occurred due to the coronavirus pandemic, in which schools were forced to teach classes only through video lessons, and we were curious to know what students say about these video lessons. We therefore intend to contribute to reflection and a better understanding of how teachers use video lessons in their teaching, and what students think about the use of this tool in their teaching and learning. 

From a dialectical perspective, this research dealt with the relationship between Work, Education and Class Identity among graduates of the Modular Education Organization System (SOME), considering it from the point of view of the integration between school knowledge and work knowledge in the context of educational practices experienced by students/workers of the Modular Education System (SOME) within the riverside community of Mutuacá de Baixo in the municipality of Cametá-Pará, in the context of the contradictions between capital and work. The aim of the research was to “analyze how the educational practices, from a perspective of integrating school knowledge and knowledge of the world of work, experienced by the students/workers of the Modular Education Organization System (SOME), contributed to a possible (re)construction of class identity”. As a research problem, we asked: Did the educational practices, from a perspective of integrating school knowledge and knowledge of the world of work experienced by students/workers in the Modular Education Organization System, contribute to the (re)construction of class identity? As specific objectives, we sought to i) Conceptualize, based on the literature review, the categories Modular Education Organization System (SOME), work, class identity, integration and educational practices; ii) Establish relationships between work, education and class identity from a perspective of integrative educational practices in the Modular Education Organization System (SOME) ; and finally, iii) Analyze how educational practices, from a perspective of integration between school knowledge and work knowledge, experienced by SOME students/workers, contributed to the (re)construction of class identity”. As guiding questions, we asked: i) How does the community life of SOME graduates materialize during their training at SOME in terms of culture, economics, social, political, religious and social problems; ii) How did SOME teachers deal with the community life of their graduates in their classes, as well as work, culture, politics, economics, religion and social problems? iii) How does the community life of SOME graduates materialize in cultural, economic, social, political and religious terms, considering the configuration of these experiences in relation to the social problems of the community? iv) What perspective of class identity do SOME graduates take on and what were the contributions of educational practices, from a perspective of integrating knowledge, to the (re)construction of this class identity? The research method used was historical-dialectical materialism, seeking to understand the phenomenon in its historical-social context, based on the contradiction between capital and labor, and also considering the category of mediation. As for the methodology, which is qualitative in nature, we conducted a literature review on the categories of work and knowledge, based on Marx (2008), using Schwartz's ergology (2000, 2002, 2013, 2014) as an analytical guide on work activities (graduates and teachers), as well as on the Modular Teaching Organization System (SOME) and integration in the context of educational practices, based on Ciavatta (2005, 2014, 2020), Rodrigues (2012, 2020), Ramos, (2005, 2008, 2010), Saviani (2011, 2012, 2013, 2015), Araújo; Frigotto (2020), Silva (2018), Sousa (2020), Moutinho (2020), Neto (2020); on Class Identity, we considered Dubar (2005), Lukács (2012), Marx (2009b). We also carried out semi-structured interviews, based on Michelat (1985), with 5 teachers and 5 graduates being interviewed, addressing thematic axes: i) Context of educational practices at SOME; ii) Context of life and work in the riverside community of Mutuacá de baixo. The data was analyzed from the perspective of content analysis (Franco, 2007), considering the analytical units forms and ways of living and producing life in the territory of the riverside community of Mutuacá de Baixo; the context of educational practices in SOME: integration processes in question; the context of educational practices in SOME: the (re)construction of class identity in question. The results show that the context of educational practices experienced by graduates of the Modular Education Organization System (SOME) sporadically presented processes of integration between school knowledge and knowledge of the world of work, in the sense that educational practices sometimes approached and sometimes distanced themselves from the perspective of integration. From this perspective, the educational practices presented integration processes by reflecting on and problematizing historical-social, economic (work performed), cultural, political, religious aspects and social problems of the reality experienced by the youth of the riverside community of Mutuacá de Baixo; whereas the educational practices that did not present integration processes did not treat these aspects of the reality experienced in the community as an element of reflection and problematization. That said, the educational practices that sporadically presented processes of integration contributed to the construction of a class identity (in itself), thus promoting the recognition of the riverside subject as working class (class position).

O presente trabalho entrelaça temáticas pertinentes ao debate entre literatura, educação, e feminismo, sobretudo, fomenta a discussão da relação de submissão e subversão da mulher na obra Hibisco roxo (2011), da nigeriana Chimamanda Ngozi Adichie. A análise parte do princípio de levantamento de indícios do apagamento e invisibilidade da mulher na historiografia e perpassa por diversos períodos históricos para mostrar a construção e as relações de gênero, classe e raça como fatores que interagem de forma a intensificar a violência contra a mulher. A pesquisa é de abordagem qualitativa por compreendermos que, a partir desta perspectiva, é possível desenvolvê-la explorando textos e bibliografias que possam auxiliar na investigação do nosso objeto. Como suporte para este estudo, nos orientamos, principalmente, nas bibliografias de Adichie (2011; 2017), Coelho (2002), Duarte (2016), Federici (2019a; 2019b), Floresta (1989; 2019), Garcia (2015), hooks (2023; 2022; 2019; 2021), Louro (1997), Perrot (2019; 2017; 2007), Priore (2009), Truth (2020) e Wollstonecraft (2020), dentre outras. Compreendemos que a literatura de Chimamanda Ngozi Adichie é imprescindível para a visibilidade negra e a ruptura da visão colonial estereotipada que se tem do continente africano. Os temas em torno das suas narrativas se destacam como fontes de reflexões sobre a violência contra a mulher, racismo, feminismo, ancestralidade, dentre outros assuntos propícios para o entendimento de mazelas como reflexos de um processo histórico patriarcal que nos dias de hoje cooperam para a continuidade do feminicídio.

This work analyzes the remodeling of teaching identity, in the context of remote teaching in times of pandemic at E.M.E.F. Santa Maria, an urban area in the municipality of Cametá-PA. To this end, we seek to identify factors that reshaped the teaching identity of elementary school teachers, final years, at E.M.E.F Santa Maria in the pandemic context from March 2020 to August 2021. Knowing that identity is not immutable due to the male relationship, society and culture are continuous and survival, it is necessary to understand in the educational context the changes and didactic-pedagogical innovations of the teacher in a period full of transformations and uncertainties. The theoretical study carried out is of a bibliographic nature, in order to discuss identity and Emergency Remote Teaching (ERE) in the pandemic context, intertwining ideas from authors such as Hall (1996), Castells (2018), Bauman, (2005) who discuss the theme of identity ; and Tardif (2003), Dubar (2005), Pimenta (1999), because they encourage reflections and enable dialogues about teacher training and identity, and can also contribute to the interpretation of the results of this study. The qualitative approach research (BARDIN, 2016; CRESWELL, 2010) is a descriptive and exploratory study (GIL, 2002), also characterized as a single case study (YIN, 2001), carried out at the Municipal Education School Fundamental Santa Maria, located in the urban area of the Municipality of Cametá-Pará. The study sample is made up of 3 (three) teachers from the municipality's public education network, who teach in Elementary School, the final years, at that school. The type of research adopted for data collection was field research and the collection instrument was a semi-structured interview. The data, after being transcribed, were treated based on Bardin's Content Analysis (2016), a theoretical-methodological approach that generated, from the teachers' speech, 6 (six) thematic categories, namely: 1) Methodologies emerging from the ERE; 2) Communication, information and teacher-student interaction strategies; 3) Difficulties faced with the ERE; 4) Teaching support and knowledge; 5) Reshaping the teaching profession; 6) Characteristics of the ERE teacher. As a result and based on the theorists under analysis, we observed that the insertion of elements emerged from the ERE led to a remaking of the meanings of being a teacher: the creation of activity notebooks, the use of platforms to maintain contact and interaction with students; difficulties in recording videos and audios; concern for student learning, etc., from then on, teachers began to reflect on their training regarding the use of digital tools in the educational process, in order to offer teaching that meets the real needs of students. Furthermore, it led the teacher to think about what he did before and during the pandemic, contributing to a professional, today, post-pandemic, who is more aware of being a teacher, his role and his practices.

O presente estudo, intitulado “A influência da afetividade no processo ensino-aprendizagem da leitura e da escrita”, foca em compreender como as relações afetivas podem catalisar o aprender de crianças que ainda não dominam, as competências de ler e escrever. Ressaltando as experiências vivenciadas, marcadas pela indissociabilidade da inter-relação presente entre afeto e cognição. Referenciamo-nos teoricamente na abordagem histórico cultural do desenvolvimento humano que foi construída por Vygotsky e seu colaboradores que aliados a outros pesquisadores dessa teoria respaldam a relevância da afetividade diante do processo ensino-aprendizagem, a afetividade no/do professor, a afetividade e as dificuldades de aprendizagem e também o aprender e o evoluir na escrita e na leitura. Elegemos como metodologia para a realização desse estudo, a abordagem qualitativa do tipo estudo de caso, onde se utilizou a observação participante e a entrevista semiestruturada, para coletar os dados necessários, no lócus de pesquisa que foi a EMEIF “Caminho para o Sucesso”, a instituição está localizada na periferia da Cidade de Cametá-PA e atende da educação infantil ao ensino fundamental menor (1º ao 5º ano). Foram observadas duas turmas do 2º ano, da tarde e os episódios que foram marcados por relações afetivas no decorrer do ensinar e do aprender foram narrativizados de e referenciados pelas obras de Vygotsky (1982), (1988), (2000). (2005), (2007), junto a Smolka (2001), Oliveira (1992) e (1998), Fontana (1998), Braggio (1992), Falabelo (2005) e (2020) e Pino (mimeo). No decorrer das observações, comprovou-se que as relações humanas que ocorrem no espaço escolar, precisamente em sala de aula são impregnadas por afetividades e fortemente influenciadas pela pré-disposição de episódios anteriores, no que diz respeito aos modos de lidar com o ensinar, mantendo uma linha tênue entre sentimentos como a atenção afetuosa para propagar e recepcionar o saber e a negligência áspera que pode ocorrer perante a proposta e construção de aprendizagens, envolvendo professor e aluno(s). Evidenciando que modo de ensinar do professor, provoca manifestações afetivas nos alunos, quando se relaciona conhecimentos anteriores e extraescolares com os escolarizados, por meio da aplicação da significação e do afeto no processo ensino-aprendizagem, visando sanar dificuldades e alcançar resultados satisfatórios na aprendizagem dos alunos.

Este estudo versa sobre a formação de professores do campo, a partir da análise do Programa Residência Pedagógica - PRP (2018-2020) e sua implementação no Curso de Licenciatura em Educação do Campo (LEDOC) da Universidade Federal do Pará (UFPA) Campus Universitário do Tocantis- Cametá. Esta investigação originou-se da seguinte pergunta: considerando a formação de professores do campo, quais as reflexões dos egressos da Licenciatura em Educação do Campo (LEDOC) na UFPA-Cametá, sobre as ações do Programa Residência Pedagógica (PRP), e suas influências para a práxis como professor do campo? O objetivo procurou analisar as reflexões dos egressos da Licenciatura em Educação do Campo (LEDOC) da UFPA-Cametá sobre as ações do Programa Residência Pedagógica (PRP) e a sua influência para a práxis como professores do campo. A pesquisa ancora-se na abordagem qualitativa, justificada pela necessidade de compreender profundamente o fenômeno social a partir do meio social e sujeitos envolvidos no estudo. O lócus de investigação foram a UFPA/Cametá e a EMEF Prof. Orvácio Gomes de Carvalho, na Vila de Juaba, localizada à 28 km da sede do município de Cametá. Nos procedimentos metodológicos utilizamos análise bibliográfica, documental e pesquisa de campo. Na análise documental selecionamos portarias, editais, resoluções e o PPC de Educação do Campo, que nos forneceram elementos e dispositivos sobre a implementação do Programa. Além disso, como técnica de coleta de dados junto aos sujeitos da pesquisa (alunos bolsistas, preceptores, coordenador do programa e gestão da escola), utilizamos entrevistas semiestruturadas e aplicação de questionários. Os resultados mostraram que as ações do PRP implementado na LEDOC da UFPA-Cametá foram desafiadoras para os egressos, mas também revelaram um potencial formativo significativo. Entre os desafios, destacam-se as poucas condições de trabalho, a falta de tempo e espaço para a construção de suas identidades, bolsas insuficientes, e a dificuldade de integrar o currículo interdisciplinar da LEDOC com o currículo disciplinar das escolas-campo, além da articulação da formação em alternância. Como potencial formativo, baseada em uma práxis coletiva de resistência, a LEDOC ressignificou as ações do PRP, revelando caminhos formativos benéficos aos egressos: promoção de uma integração mais estreita entre teoria e prática, aproximando a universidade e a escola de educação básica e fomentando reflexões dos alunos sobre o processo formativo.

O referido trabalho tem por objetivo analisar as intercorrências do modelo de
administração Gerencial repercutido na Contra-Reforma do Ensino Médio materializado
no Documento Curricular do Estado do Pará (DCEPA), fruto da implementação da Lei
n o 13.415/2017, estabelecendo e ratificando a criação e implementação da Base
Nacional Comum Curricular (BNCC) ao alterar a Lei nº 9.394, de 20 de dezembro de
1996, a chamada Lei de Diretrizes e Bases da Educação Nacional (LDB). Nesse sentido,
afim de possibilitar as discussões e reflexões sobre o tema proposto, se conta com as
contribuições de teóricos como HARVEY (2008), SILVA JR (2002), COSTA (2010) e
SAVIANI (2007, 2016) dentre outros autores que contribuem na fundamentação e
análises realizadas. Sendo assim, se toma como direcionamento metodológico a
perspectiva materialista histórica dialética, onde são selecionadas as seguintes
categorias respectivamente: Totalidade, Contradição, Reprodução e Hegemonia. Dentro
desse, contexto, a partir do método qualitativo e da analise documental e de conteúdo,
se pôde fazer inferências a respeito do objeto em estudo. Dessa forma, diante das
análises realizadas, pode-se constatar que, pela perspectiva conceitual, o currículo no
“Novo Ensino Médio”, recebe influencias, princípios e direcionamentos da matriz
capitalista e/ou gerencialista e, como reflexo desse processo, o Documento Curricular
do Estado do Pará apresenta contraditoriamente, ao mesmo tempo, termos de cunho
gerencial e premissas progressistas descritas em seu texto e proposições.

La investigación de maestría titulada “Transyectorias de los movimientos LGBTQIA+ en el municipio de Tucuruí/PA: educación, diferencia y lucha por los derechos” tiene como objetivo mapear las transyectorias de los movimientos LGBTQIA+ en los municipios de la región lacustre de la hidroeléctrica Tucuruí-PA, con foco en ALGBTUC (Asociación de Lesbianas, Gays, Bisexuales, Travestis y Transgénero de Tucuruí), destacando su organización política, trayectorias educativas, luchas por los derechos humanos y combate a la LGBTfobia. Para ello, planteamos la siguiente pregunta: ¿cómo se organizan y operan las comunidades LGBTQIA+ en los municipios de la región de los lagos de la hidroeléctrica Tucuruí-PA en términos de sus trayectorias educativas, sus luchas por los derechos humanos fundamentales y los enfrentamientos a la LGBTfobia? La construcción teórica y metodológica de la investigación se fundamenta en la Cartografía de Rizomas de Deleuze y Guattari, a través de los conceptos de Micropolítica, Multiplicidad, Devenir, y estudios de género-sexualidad, transfeminismos y feminismos plurales, con Judith Butler (2008), Berenice Bento ( 2011), Guacira Louro (2013), Richard Miskolci (2012), bell hooks (2019), Djamila Ribeiro (2017), Carla Akotirene (2019), quienes son intelectuales que aportan nuevas perspectivas de conocimiento y resistencia sobre los caminos recorridos por los disidentes. cuerpos para enfrentar las desigualdades de género, clase y raza y en la lucha por la libertad sexual. Los resultados de la investigación abren perspectivas en educación de género y sexualidad que hacen circular las líneas de fuga entre las macro y micro políticas de los movimientos LGBTQIA+ a través de acciones socioeducativas que contribuyen a una educación en la diferencia y al enfrentamiento de la violencia de género y la LGBTfobia, en atención a garantizar la protección de los derechos humanos y la ciudadanía de las comunidades LGBTQIA+ en nuestra sociedad.

Esta pesquisa investiga o papel da educação escolar no fortalecimento da cultura ribeirinha-extrativista no município de Oeiras do Pará. A motivação surgiu da experiência do autor como professor de língua portuguesa na Escola Municipal de Ensino Fundamental Américo Brasil, localizada na Reserva Extrativista Arióca-Pruanã. Ao observar a escassez de políticas e estratégias educacionais na escola que valorizassem a cultura local, decidimos aprofundar-se no tema. O objetivo principal da pesquisa é discutir as políticas e estratégias educacionais da Secretaria Municipal de Educação de Oeiras do Pará e as práticas da Escola Américo Brasil. Para isso, nos fundamentamos em teorias sobre cultura, identidade e educação na Amazônia, a partir dos pressupostos de Santos (2019), Spivak (2017), Hall (1997), Bhabha (1998) e Arendt (2016) entre outros autores. A metodologia da pesquisa é qualitativa, com abordagem descritiva e exploratória. A coleta de dados envolveu observação como professor na escola, análise de documentos oficiais da educação municipal e pesquisa de campo com questionário e observações. A análise dos dados foi realizada por meio da técnica de análise de conteúdo de Bardin (2016) e, a partir das etapas anteriores foi definido as categorias, que serviram para agrupar e sistematizar as informações, identificando os temas centrais e as relações entre eles. Como resultado da pesquisa observamos a necessidade de: ‘promoção de uma abordagem contextualizada, enfatizando a importância da cultura local no processo de ensino’; ‘provocar a união entre escola, comunidade e órgãos municipais para implementação de políticas públicas que fortaleçam a cultura local e as identidades ribeirinhas’; ‘criação de espaços de diálogo e reflexão sobre a cultura ribeirinha-extrativista na escola’. Com base nos resultados da pesquisa, uma proposta de intervenção pedagógica foi elaborada ‘Raízes Ribeirinhas: oficinas e ações culturais extrativistas’ que pode ser uma ferramenta poderosa para a Escola Américo Brasil, contribuindo para o fortalecimento da cultura local, a promoção da identidade dos alunos, a integração com a comunidade e o desenvolvimento de práticas pedagógicas que valorizem o contexto cultural dos estudantes, buscando uma educação mais contextualizada e significativa para os alunos ribeirinhos. Dessa forma, esta pesquisa pelos seus resultados pode contribuir para o debate sobre educação intercultural na região. As conclusões subsidiam políticas públicas que valorizem a cultura ribeirinha-extrativista e promovam o desenvolvimento sustentável da região.

This research of the Master degree has moved from an investigation about the plot and memories of a homoaffective wedding between two men, Inajá and Inajacy (fiction names), that happened in 1967 inside the tradition Afro-Brazilian rural (Quilombola) community of Inacha, Cametá-PA county, Amazon region. The base of research has happened for following productions: memories, literature and journalism. In the theoretical field, the research has transited for Philosophy of Difference by Deleuze and Guattari (1995) and Corazza (2002), and several studies about gender, sexuality and education relationship, by Butler (2002), Miskolci (2012), Foucault (2006), Louro (1997; 2004) and Sena (2020). The methodology has constructed with rhizomatic Cartographic by Deleuze and Guattari (1995) and source literature and documents, focus has provoked movements of insurrection of dissident bodies and tensioning between the past of civic-military dictatorship (1964-1985) and currently in Cametá county and Inacha rural community. This methodology had mapped the stories and sprayed sexualities snippets between Cametá-Inacha, which investigates the cartography in the homoaffective bodies in this work. This process investigates issues: How is the homoaffective wedding from Inacha for literature and society from Cametá narrated? How does Queer theory intersects with throw-shade perspective of Amazon Curupiranha and Homoaffective Wedding from Inacha about gender, sexuality and education? Which reverberations of politics, education, gender and sexuality this investigation impacts in the academic community and the LGBTQIAPN+ struggles currently? "Consorts from Cametá'' as they were named by the newspaper of the time - had suffered punishment and attack from the powerful government of Cametá, focusing on Inajacy, which had clothed the “female” wedding dress. In such a way, this performative act to disestablish the gender and sexuality rule in the city has caught the moral value of the residuum of European colonization, and which for decades has tried to vanish from popular imagination, that vanguard act. Therefore, this research long cartography of the stories and memories has elapsed the homoaffective wedding of Inajá and Inajacy in hard years from civic-military dictatorship, has provoked tensioning and insurrection of dissidents bodies in gender, sexuality and education relationship. Academic and social relevance this work focus on education of curupiranha artsy that overtakes the traditional model of educational spaces, which perpetrate the violence in dissident bodies to heteronormativity, has bet in education no abject to marginalized and invisible difference, has opened spaces for ‘satanized education’ in reference to “hell pedagogy” (Corazza, 20020) to outbreaks and produces lives inside multiplicities.

This work has as its locus of study the riverside community of Biribatuba, in the municipality of Cametá/PA, aiming to understand the cultural and educational relationships of children in this location, reflecting how knowledge, beliefs and cultural practices are transmitted through social relationships, as well as, the new Coronavirus (COVID-19) pandemic affected this space. And, as specific objectives, we sought to characterize riverside culture, rural education in this context and the cultural formation of children in Biribatuba, as well as mapping children's activities, identifying the cultural practices experienced in facing the COVID-19 pandemic and address the web of relationships of meanings of cultural and educational experiences. To this end, studies by authors who deal with the topic are adopted as a theoretical-methodological reference, such as Mattos (2011), Minayo (2009), Cruz (2009), Hall (2002), Corsaro (2009), Arroyo, Caldart and Molina (2011), Pinto (2007) as well as others that were essential in the analyzes that are part of this study. Subsequently, field research was carried out, where, using the participant observation technique, we sought to observe the children's daily lives, their ways of playing and socializing with their parents and friends. Therefore, this study uses as research sources: oral reports, written documents, images and bibliography. Data from this study indicate that children are important agents of their culture, they learn through doing and observing the community's elders. Likewise, it reveals that learning takes place in the most different spaces of Biribatuba, being present in the farming, picking açaí or even in the games played in the river, on the land and at home. Therefore, children have a socializing role, carried out in playing, speaking and in the silence of their observation, they build their riverside identity through the ties they establish with their territory

This research discusses the operating conditions of the Raimunda Pontes school in the municipality of Cametá-Pará. It aims to analyze the extent to which the financial resources received are sufficient to maintain a quality rural school in the municipality. This is a qualitative case study at the Raimunda Pontes Municipal Elementary School. The research was carried out in three stages: a bibliographic survey, field research and data analysis. Document analysis and semi-structured interviews were used as data collection tools. Data analysis was carried out using Content Analysis. We defined three categories for the better development of the research: Rural Education; Education Financing; and Quality Education. In order to deepen the debates on Rural Education, we used the following authors: Santos (2017), Pereira, Pureza and Hage (2017), Fernandes and Molina (2004), Caldart (2002; 2004), Molina (2012), Carmo (2016), Hage, Cruz and Silva (2016), Hage and Barros (2010). To deepen the debate on Education Financing, we discuss the issue based on Castro (2011), Pinto (2000), Carmo (2020), Cruz (2011), Davies (2008), Rolim (2021), Breamaeker (2011), Gouveia (2016), Cara (2018). To deepen the debates on quality education, we used the following authors: Enguita (2002), Carreira and Pinto (2007), Dourado, Oliveira and Santos (2007), Eyng (2015), Silva (2009), Nardi and Schneider (2013). The data analysis reveals that the resources earmarked for funding education are failing to meet the needs of rural schools. The conditions in which the school surveyed is located demonstrate the precariousness of the education offered to students, with a lack of infrastructure capable of supporting school demand and, consequently, offering an education with a minimum of quality. In addition, students' access to school, which is via school transport, is unfavorable because it does not provide adequate safety conditions for students, further contributing to the precariousness of education. It can therefore be concluded that the cost-quality of a rural school is far below the financial resources received by the municipality, demonstrating the need for more public investment to make quality rural education a reality.

This dissertation is entitled "The socio-professional insertion of graduates of the Degree in Field
Education-LEDOC-UFPA-Cametá: interfaces between pedagogical practices, self-organization, work and cultural identity". The overall aim of the research is to analyse the self-organization of graduates from the 2014 and 2015 classes of the Degree in Rural Education, University Campus of Tocantins-Cametá (CUNTINS/UFPA) and their contributions to socio-professional integration and the construction of emancipatory pedagogical practices in the interrelationship with work and cultural diversity. Specifically, it aims to: gather information on the socio-economic and academic
characteristics of graduates and the spaces in which they work; reflect on how the self-organization of graduates and the process of struggle for socio-professional insertion have been constituted; and understand how the socio-professional work of LEDOC graduates has interrelated work and cultural identity in order to build emancipatory pedagogical practices. The research methodology is based on qualitative research, based on Bogdan; Biklen (1994) and Minayo (1994). Data was collected using an online semi-structured questionnaire (Google Forms), interviews with open questions, participant observation and a field notebook for records. The data analysis of this material was based on the Discursive Textual Analysis proposed by Moraes and Galiazzi (2020). To support this study, we considered the following theoretical categories: pedagogical practice, work, self-organization and cultural identity interrelated to the paradigm of rural education. In this way, it relied on the contributions of authors such as: Souza (2007, 2008, 2016); Franco (2015 and 2016), Freire (1987), Marx (1985), Frigotto (2009), Ciavatta (2009), Molina (2021); Caldart (2011); Pistrak (2011, 2013); Janata, Corrêa and Stefanes (2021) and Molina and Pereira (2021) Brito 2017; Hall (2000); Castells (2002); Candau (2008); Aranha (1996); among others. communities and subjects, the educators who graduated from LEDOC 2014-2015 reveal emancipatory practices in the struggle for quality education and socio-cultural responsibility. The results revealed that educators from the countryside, the waters
or the forests reflect emancipatory pedagogical practices in their interrelationship with work and cultural diversity, mediated by the experiences of their struggles, whether against the closure of schools, or to value their subjects' way of existing, or even to access public tenders. Demonstrating that the self-organization of students and graduates has contributed not only to the struggle for socioprofessional insertion, but also to the building of resistance, which has taken place in the classroom and beyond, when educators instigate students to think critically about society, when they create environments for discussions with children and young people, a space is being built for them to recognize themselves as subjects of that place, with a specific identity, culture, knowledge and ways. In this way, by considering the particularities of the communities and subjects, the educators who graduated from LEDOC 2014-2015 reveal emancipatory practices in the struggle for quality education and socio-cultural responsibility.

This research studies the knowledge of Physical Education teachers about the education of ethnic-racial relations, addressing concepts of race, racism and racialism, permeating teacher
training. It is based on Todorov (1993), Hofbauer (2006), Moore (2007) and Pereira (2007), which address concepts of race, racism and racialism; Saviani (1996), Pimenta (2005), Tardif (2007), Gauthier (2013), Imbernón (2009) and (2011), which address multiple teaching knowledge and teacher training respectively. The problem investigated is: what knowledge underpins the performance of Physical Education teachers within the scope of Ethnic-Racial Relations Education? The objective was to analyze the knowledge of Physical Education teachers on the Education of Ethnic-Racial Relations (ERER). The methodology used was life history and qualitative-quantitative research based on discourse analysis to understand the training processes through a preliminary questionnaire (first phase) with closed questions and interviews (second phase) with open questions. The research took place with Physical Education teachers from 12 campuses of the Federal Institute of Pará (IFPA), 12 in the first phase and 4 in the second phase. It was observed that the knowledge inherent to the Education of Ethnic-Racial Relations was mostly not exclusively constituted in academia, but was based on different experiences in teaching practice, which were diversified and which, ultimately, contributed to the construction of their conceptions. of ethnic-racial relations, sometimes approaching, sometimes distancing from the relationship with Physical Education as a school subject and pointing out a series of shortcomings and difficulties in explaining the topic.

The research entitled "Riverine Education: Normative Injunctions, Idea of Countryside Education and Escape Possibilities? (Searches for traces)" deals with the teaching and learning process in a riverine school and its theoretical-methodological interactions in the classroom, taking into account the relationship between the perspective of countryside education and those of normative and official documents, in the municipality of Cametá. In this sense, we have the following problem: How does the teaching and learning process and didactic-pedagogical activities take place in the classroom, the relationship between the perspective of riverside education and those of official documents, considering the normative force of such documents, in a riverside school in the municipality of Cametá? The general aim of the research is to analyze the implications of the relationship between the perspective of rural education and the official normative documents for primary education in the early years, as well as to see how the teachers carry out a possible theoretical-methodological interaction between the official norms and the idea of rural education, as well as to reflect on how this knowledge is articulated with a political and methodological proposal for riverine education, as well as to see if the training offered by the school contributes to the implementation of this educational proposal. To discuss the legislation and normative bases, we relied on the contribution of the BNCC (2018), DCNs (2013), DCM (2019); to deal with the perspective of rural and riverine education, we used Caldart (2011), Arroyo, Caldart and Molina (2011), Molina and Sá (2011), as well as the guidelines, laws, decrees, authors who deal with rural education; on language, we rely on the contributions of Vygotsky (1997, 2001, 2003, 2007), Fontana and Cruz (1997), among others who contribute to studies related to this work. The research methodology is based on a qualitative perspective and focused on the 3rd and 4th year of elementary school, choosing observation and interviews with teachers and children - pupils in the respective classes - as the data collection technique. The results showed that the education offered in the riverside territory where the research was carried out is still far from a proposal that meets the needs of this reality, although there are already signs, albeit initial, of a proposal that relates school knowledge, linked to normative documents and the perspective of riverside education.

This dissertation aims to present a study based on the perspective of historical-dialectic Materialism on the permanence of young quilombolas at the Federal University of Pará, with an analysis focused on the challenges faced by students from the quilombola PSE in Baixo Tocantins. These are case studies carried out with students from the Federal University of Pará, from the quilombola communities of Umarizal and Igarapé Preto, located in the municipality of Baião-PA, in the Baixo Tocantins region. The research dialogued with questions already posed, through field studies in search of the specificities that communities present, as well as their social characteristics. The results of this research show that the Federal University of Pará (UFPA) has shown positive advances related to the permanence of young quilombolas at the university, through its autonomy and affirmative policies, however, this is still not sufficient given the great demand derived from a history exclusion process. In relation to quilombola students, economic issues are directly linked to their trajectories. In this world, different social classes make their stay at university even more challenging. It is concluded that the aid, as well as a set of policies produced by UFPA, have contributed significantly to the fact that a portion of these students have completed their degrees and others are able to remain.

Esta tesis de maestría presenta un enfoque reflexivo y problematizador de la experiencia educativa a partir de los aportes de Martin Heidegger. Para ello, la pregunta principal que impulsa este trabajo es: a partir de las lecturas de Heidegger y de algunos de sus intérpretes, y a la vista de un pensamiento auténtico en medio de lo técnico, ¿sería posible meditar sobre una educación para pensar en el contexto epocal de la técnica? Con el fin de dar cuenta de esta gran problematización de la educación para pensar en la esfera de la técnica, hemos enumerado algunos objetivos que ayudaron en el camino emprendido. Objetivo principal: reflexionar sobre las posibilidades de una educación para pensar en el contexto epocal de la tecnología a partir del pensamiento filosófico de Martin Heidegger. Objetivos específicos: situar la investigación en el pensamiento de Martin Heidegger; comprender lo que el filósofo entiende por técnica y pensamiento; para aproximarse a la denuncia de Freire (1987) sobre la educación bancaria y la concepción de la educación técnica; medita sobre los desafíos de los caminos posibles de una educación para el pensamiento. En este contexto, situamos la investigación en el pensamiento de Heidegger, presentando la fenomenología como una alternativa metodológica no objetivante y una invitación a retornar a las cosas mismas. Nos ocupamos de su crítica a la metafísica tradicional y al olvido del ser. A continuación, abordamos la esencia de la técnica que no tiene nada de técnica, su dominio planetario, la calculabilidad como base y sus implicaciones para el cálculo del pensamiento, la ciencia y el lenguaje. Después de reflexionar sobre este escenario, presentamos el pensamiento como un camino alternativo en el ámbito epocal de la técnica. Este camino interpretativo constituye la base para la problematización de la educación para el pensamiento. La base teórica adoptada fue la siguiente: Heidegger (1987, 2001, 2005a, 2005b, 2005c, 2006a, 2006b, 2006c, 2015), e seus intérpretes: Araújo (2014), Doro (2016), Loparic (1996), Nascimento (2010), Nunes (1999, 2000), Rüdiger (2014), Seibt (2015, 2018), Stein (2004, 2006, 2011), entre otros. Las reflexiones señalan que la experiencia educativa atravesada por el pensamiento meditativo en el contexto epocal de la tecnología, posiblemente admitirá otra dimensión, no exclusivamente la calculabilidad. A partir de esta dinámica, adquiere el carácter de una educación para el pensamiento. Así, la educación para el pensamiento no es una meta a alcanzar ni cuantificable por los diversos modelos evaluativos que tratan de medir la cantidad de contenidos transferidos por los profesores y absorbidos por los estudiantes. Está más allá de lo calculable. Se basa en el cuestionamiento, la libertad, la creatividad, el respeto a la diversidad y los ritmos de aprendizaje individuales. Prioriza la posibilidad sobre la realidad. Sin jerarquizar el conocimiento, pero considerando la interdisciplinariedad y la transdisciplinariedad. Despierta una postura de serenidad (Gelassenheit) frente a los imperiosos llamamientos del universo técnico. Se acerca a una experimentación que tiene sentido para los estudiantes, ya que se relaciona con su contexto; trae lo vivido en sus formulaciones. Lo que está en juego no es la demonización de la técnica en el sentido de intentar extinguirla, sino la posibilidad de mantener viva la capacidad de pensamiento meditativo, la apertura a las cosas en su ocasionalidad y la reflexión sobre la experiencia educativa más allá de la calculabilidad que todo instrumentaliza, controla y predice.

Esta investigación discute la Política de Acción Afirmativa con foco en la política de acceso y permanencia implementada por la Universidad Federal de Pará para estudiantes indígenas. El objetivo general de la investigación es analizar la efectividad de la política de Permanencia de estudiantes indígenas en la UFPA, y como objetivos específicos, identificar los principales factores de éxito y abandono académico entre estudiantes indígenas; conocer las estrategias de acción de la universidad para garantizar la permanencia de los estudiantes indígenas e identificar las acciones realizadas por la Asociación de Estudiantes de los Pueblos Indígenas de la UFPA (APYEUFPA). Es una investigación de tipo explicativo, con enfoque cuantitativo/cualitativo, utilizando técnicas de documentación y entrevista semiestructurada, aplicadas de forma presencial, para la recolección de datos. La investigación se realizó en la Universidad Federal de Pará - Campus Belém, e incluyó estudiantes indígenas que ingresan en el período de 2019 a 2021, y profesionales que gestionan la política de retención de la institución. Se trabajó con una muestra de 08 sujetos, de los cuales 06 eran indígenas y 02 directivos. Se realizaron ocho entrevistas semiestructuradas (dos en la fase exploratoria y seis en la segunda fase), con preguntas abiertas y cerradas, estructuradas en dos temas: Identificación y Universidad. Se utilizó el análisis de contenido como herramienta de análisis y discusión de datos. Acceso y experiencias en la Universidad; Desafíos para la permanencia de los estudiantes indígenas en la UFPA y, Implementación de la Política: desempeño de la SAEST Y APYEUFPA, fueron los temas discutidos, obteniendo los siguientes resultados: hubo avances importantes en la política de acceso, expresados principalmente en la construcción colectiva del PSE -Aviso de coeficiente intelectual; Sin embargo, es necesario avanzar en aspectos como el número de plazas ofertadas; respecto del significado de ingresar a la universidad, los estudiantes indígenas se reconocen como parte de una comunidad, por lo que las necesidades de sus territorios son la principal motivación para continuar con el curso; Además, el ingreso de los pueblos indígenas a las universidades es el rescate de un derecho históricamente negado.Los principales desafíos que enfrentan los estudiantes indígenas se refieren a: dificultad para seguir el contenido de la materia; prácticas racistas en la institución; falta de recursos económicos para el mantenimiento material. El acceso a la ayuda y los servicios proporcionados por la institución se considera uno de los mayores desafíos, causado principalmente por cuestiones burocráticas. APYEUFPA es la principal herramienta de lucha de los estudiantes indígenas de la UFPA. Se concluye que la política de permanencia se discute con base en la política de asistencia, principalmente el acceso a ayudas financieras. La supervivencia material es la principal demanda de los estudiantes indígenas. Corresponde a la Universidad implementar acciones más incisivas para combatir el racismo en la institución. También se identificó que los reiterados recortes en la inversión en el área de educación impactaron la política de asistencia en las universidades. El ingreso de los pueblos indígenas a la educación superior fortalece las luchas en los territorios, además de provocar que la universidad replantee sus prácticas excluyentes y clasistas, configurando así a la universidad en un territorio en disputa y en construcción.

This research considers the relationships between education, culture and literature to create a study on the faces of gender, race and class oppression present in the only published novel by Carolina Maria de Jesus, Pedaços da Fome (1963). The aim is to collaborate with the visibility of writing by black female authors, based on the recognition of the contribution of this author and this work to Brazilian literary historiography and to the construction of an anti-racist literary education. To this end, it discusses the erasure of the author, reiterating the existence of a literary project marked by the denunciation of social ills and the representation of gender and class oppression considering the permanence of colonial relations in Brazil in the 20th century. The research uses a qualitative bibliographic and interpretative approach, according to Minayo (2007). As a basis, we start from a decolonial perspective, observing the propositions of Colaço (2012) and Hollanda (2020); as well as the theoretical conceptions of feminist studies and women's history by Hollanda (1994), Showalter (1994), Carneiro (2003), Salgueiro (2001), Souza (2014), Davis (2016), Gonzalez (2016), Perrot ( 2017); and Carolinian studies prepared by Miranda (2013), Meihy (2015), Arruda (2015), Fernandez (2015; 2018), Farias (2018) and Herzog (2019). To discuss the literary conception of Carolina Maria de Jesus, we revisit the ideas of Candido (1972; 2004; 2006), Bosi (1977), Dalcastagnè (2008), Guinzburg (2020) and Oliveira (2020); and regarding issues surrounding Brazilian blackness, we bring some notes from Viotti da Costa (1999) and Fraga Filho (2004), among others. Carolina's writings are not random, when we observe the published written production and when we become aware of the existence of a vast collection still unpublished, we see the reaffirmation of the author's commitment to literature. Carolina's work, among so many qualities, stands out for the way it addresses the oppressed reality of the less favored, men and women: poor, black, slum dwellers, field workers, self-employed, workers and domestic workers. An intriguing literature for some and impactful for others, texts that discuss the experience and coexistence of human beings with social ills, which translate adverse feelings, especially when it comes to “hunger”.

This master's research aims to present the artistic-cultural movement called Themonias, active in the city of Belém do Pará since 2013, initially formed by the collective NoiteSuja and by drags who discussed the hegemonic heteronormativity and the binary gender system that organizes society . Throughout its existence, the movement has been embracing other artistic languages and becoming a political instrument in the LGBTI+ scene based on its transgressions and its artistic work. Thus, this work is an excerpt of some actions carried out by the Themonia movement, analyzing how the drag themonia art produced through these 'themonized' bodies presents itself as a political potential within the collective, and how, from these artistic manifestations , it is possible to see the 'infernal' educational powers (CORAZZA, 2002) in the group's actions. Whether through montages, performances, collective actions on the streets or at events, the study is based on the idea of mapping the infernal artistic powers of drag themonia art, provoking a deterritorialization of educational thinking, as pointed out by Sandra Corazza (2002). To move the conceptualization and methodological construction of this work, Cartography based on Deleuze and Guattari (1995; 1997) was followed, combined with the infernal philosophy in education of Sandra Corazza (2002; 2020), in addition to gender-sexuality studies with Preciado (2014) and Judith Butler (2014), and Guacira Louro (2020) and bell hooks (2013; 2021, 2022) related to the field of education, in addition to authors from the themonias movement itself who discuss such issues, such as Juliano Bentes (2020), Gabriela Cunha (2018) and Emanuele Corrêa (2020). Discussing the provocations that reverberate from themonia art throughout the city of Belém do Pará and other spaces, and the connections of the themonia movement with other collectives, the research results point to the artistic, political and educational impacts that this collective construction has provoked in the participating subjects. of this movement and its alliances, especially for the strengthening of the LGBTI+ community, and the transgressive powers that reverberate from drag themonia art, such as the "becomings-infernal" in education (CORAZZA, 2002), launching transgressive provocations to the territory of art and gender in education and opening the way for the bodies of difference and their arts of existence.

This paper presents academic master's research linked to the Cultures and Languages research line of the Postgraduate Program in Education and Culture at the Federal University of Pará, Tocantins/Cametá University Campus. Based on the research problems, we sought to discuss how discourses are constituted considering the crossings that the English language-culture brings to undergraduate students and how the riverside academic community sees itself in relation to the teaching of English language-culture in the formation of knowledge. Faced with these questions, we set ourselves the general objective of investigating the ways in which the English language-culture intersects with the sayings of riverine students on the English Language course at the Federal University of Pará, Campus Universitário do Tocantins/Cametá. In this way, our gaze turned to thinking about the riverine subject in the process of constitution and formation in the English language-culture. As theoretical-methodological procedures, the research was interpretivist in nature. In order to do this, a theoretical survey was carried out to address the themes that the investigation proposed, among which I highlight the contributions of Foucault (2006, 2010); Coracini (2010, 2016); Bhabha (1998); Hall (2003, 2005); Bauman (2013); Lakoff and Johnson (2002), Lopes (2018, 2021); Farias (2019); among others. Subsequently, a field study was carried out with riverine students from the English Language course at UFPA/Campus Cametá, in order to collect their oral narratives, for which we used semi-structured interviews as an instrument, which were recorded in audios and later transcribed. After this, we carried out a discursive analysis of the narratives of the riverside students who are studying English Language, using the lens of interpretation of Discourse Analysis, based on the discursive studies of Foucault (2010), Coracini (2007) and Lopes (2018), which allow the researcher to bring the gestures of interpretation, tracing the (ir)regularities in the sayings of the riverine subjects, which help us to understand the displacements of their identities, moving their sayings, looks, silences, manners, and gestures. The discursive analysis thus pointed to three axes of analysis that were structured on the basis of (ir)regularities. The first axis dealt with the representations of the self, as riverine subjects who live and coexist in a specific socio-historical-cultural context and who are different from other realities, who mark their riverine identity of being-being between forests and rivers in the Tocantins Amazon and who seek better prospects for living in these spaces through academic (trans)formation. The second axis asserted the seduction and desire for the language-culture of the Other, the English language-culture that moves and drives their relationships and choices to make up for the lack of access to the English language-culture in Basic Education that constitutes their unconscious, permeated by other spaces in/by the English language-culture. In the third axis, we deal with the relationship between the riverine subjects and the English language-culture, which takes them to the in-between place of being-languages-cultures, shifting their identities and touching the dimension of jouissance and also the challenge that this in-between place poses to them as teachers, who will teach the English language-culture to different subjects. The research yielded some results, based on gestures of interpretation, in which it was perceived that the displacement and fragmentation of the identities of the riverine students occurs(u) as a result of contact with the language-culture of the Other, within their academic training in the English Language course at the Federal University of Pará, Tocantins/Cametá University Campus, causing their sayings about themselves and the Other to slip, being moved to the in-between place of being-being between forests and rivers and in language-cultures.

The aim of this study was to discuss and interpret the potential of African Angolan poetry as a methodological tool from the perspective of anti racist education in the elementary school classroom final years, more specifically in the 9th grade classes a t the Coronel Raimundo Leão Municipal Primary School, located in the municipality of Cametá (PA). The study's theoretical and methodological affiliation lies within the perspective of Critical Social History, based on authors such as E.P. Thompson (1998) a nd Stuart Hall (1998). Thompson (1998) and Stuart Hall (2006), always seeking a different perspective, focusing on the social subjects involved in the teaching and learning process. We also dialogued with post colonial studies presented by authors such as Bhabah (1997) and Fanon (1961). Methodologically, we carried out a qualitative and action participatory study in which we used the Pará State Curriculum Document as a source of analysis, seeking to assess how the Portuguese Language and History curricular components deal with themes rela ted to ethnic racial issues, what methodological proposals are envisaged and Law 10.639/03. As a methodological tool, we used interviews with four teachers from Cametá's municipal school system, three of whom were Portuguese language teachers and one a his tory teacher, to see how and if they used African literature in the classroom. Finally, the practical action of a workshop held with students in the 9th year of elementary school, which enabled us to assess how African Angolan poetry as a teaching tool in the classroom can contribute to the discussion on education and ethnic racial identity. As a result, we can highlight that the poems sparked important debates and discussions about equal rights, cultural diversity and combating racism, as well as broadenin g the students' knowledge of African history and culture.

The present study, which has the general objective of analyzing how discourses referring to religious and African cultural practices materialize in the high school space of Abaetetuba and how these actions can constitute the identity process of the black student subject and black female student. practitioner of African-based religion. And, as specific objectives: to identify the knowledge conveyed in the terreiros, which can be considered as (non-formal) educational knowledge for iaôs outside the Afro religion. As well as, investigating the school's stance regarding Afro culture, especially in relation to practitioners of religions of African origin and with members of this religion directly linked to the school, seeking to analyze how the school relates to young students, who attend terreiros (if the stance is the same as that adopted in relation to young Christians, for example). And in this way, observe how the black student feels within the school space, checking what religious practices and symbols exist within the school space and included in the school calendar. This was a qualitative research approach, whose methodology adopted in the work discussed on the recording of observations collected in bibliographic, oral, written and visual sources through questionnaires, observations, notes, photographs, etc. anchored in the theoretical studies of Conceição (2006); Cunha Júnior (2009); Fanon (2008); Freire (1979, 1980, 1987, 1994); Fonseca (2006) Geertz (2003) Guedes (2005) and others who contributed to the study. The analysis and interpretation of the research data indicate that religions of African origin and their followers are seen in a pejorative way in the school space. It was also considered from the answers given by the research subjects that knowledge about Afro-Brazilian religiosities are fundamental to that it is possible to understand the entire historical process of black people in the formation of Brazil; that Afro-Brazilian religiosity cannot be dissociated from Afro-Brazilian history and culture, and it is this cultural bias of religiosity that needs to be present in public schools. 

The dissertation traverses the labyrinth of the life and work of the artist-inventor Hélio Oiticica (1937-1980), articulating the concepts of body, creation and experimentation woven in the encounter between educational processes and art. We seek to think and experience the becomings of the body-creation as power, multiplicity and trigger for the invention of lifeworlds with art, in the fabrics of the encounter with the aesthetic-political body of the Parangolés (1964-1979), the body and sensations of the installation Éden (1969) and the poeticpolitical Subterrânia manifest (1969), by Oiticica, mapping the production of heterotopic spaces, minor becomings anarchic events and plots experiences that emerge as forces of artistic and educational creation. In this path, we will make intercessions with Michel Foucault, Friedrich Nietzsche and Gilles Deleuze and Félix Guattari, among other philosophers, artists and thinkers of education in the perspective of investigating the fabric of experiences of the body, creation and experimentation with art in the (dis)territories of education. With regard to Hélio's worldview of art, we delve into his writings, including letters, scripts, interviews and ideas cataloged by the Hélio Oiticica Program, from Itaú Cultural, which act as living elements in constant dialogue with the dissertation. The study, which is cartographically woven, presents aspects of a research-intervention with art, which transversalizes with dance, supra-sensory body-poetic experimentation and the proposition of underground practices in education. The accompaniment of the research process and poetic, plastic and performative interventions are carried out through artistic experiences, observations, listening and photographic records referring to the effects and crossings of propositions with experimental art. Just like the author of this writing, the collective of collaborating artists, students and teachers experienced an encounter with the environmental and participatory art of Hélio Oiticica. The Anarkhos research group provided several artistic and cultural interventions in its colloquiums, such as the performance with O Corpo que Dança com os Parangolés, in 2022, the Mundo-Abrigo installation in 2023, and the Oficina Subterrânia: escrevendo com a arte de Hélio Oiticica, 2023. In this multiple and constantly transforming perspective, wandering around the research map presents a movement of creating lines, paths and rhizomatic connections that never ceases to open up possibilities for experimentation and creation of bodies, languages and other worlds with art education

This paper aims to understand the political action of women in the process of independence of Angola, and the Methodist educational influence. Especially those who were part of the anti-colonial resistance. The analysis has as main objective to understand the Methodist Protestant missions in Angola and their performance in the development of formal education for girls, especially analyzing the performance of Deolinda Rodrigues during the period of anti-colonial struggles. The documentation used for the research was the Diary of an Exile without Return. Luanda: Nzila, 2003 by Deolinda Rodrigues the Statement of the Reverend Malcolm MoVeigh of Stanhope, New Jersey, missionary of the Methodist Church to Angola, Africa, 1558-1961 and the book "Colonial Angola photographed by Methodist missionaries", published by Paul. A. Blake. foundation Agostinho Neto, 2019. Access to the documents was made possible thanks to the use, as research methodology, the digital collections, essentially through the Tchiweka Association of Documentation (ATD); the Mario Soares Foundation and Memories of Africa and the West. The research was developed through the digital collections, according to Almeida (2011), the internet enables the "reduction in space" and the expansion of the historian in the research. The applied methodology is based on research on this theme. For this, we work with the following bibliography, OYEWÚMÍ (2021) will be the basis for analyzing the gender issue beyond the West, without homogenizing and understanding gender issues on the African continent, as a colonial social construct. Paredes (2010), analyzing the Methodist church and the MPLA movement through the writings of Deolinda Rodrigues, which the author makes an analysis of Deolinda's education through the church, her entry into the MPLA and the criticism reported by Deolinda Rodrigues in her personal diary. Whose results, consisted in the perception of understanding that formal education conducted by the Methodist missions was synonymous with greater educational possibilities for many Angolans who were fighting against Portuguese colonialism.

In this study, our general objective was to analyze how black and white students perceive racial relations in the academic-institutional space of the Medicine course at the Federal University of Pará, Campus Universitário de Altamira. And as specific objectives it was defined: 1) to understand how the students understand and perceive the affirmative action policies in general and, in particular, those adopted by UFPA, Campus Universitário de Altamira; 2) to analyze the interviewees' perceptions about possible racial privileges and disadvantages existing in the Bachelor of Medicine course; and 3) analyze how students perceive the experience of being black and being white in the studied course. Therefore, we carried out this exploratory research, through a qualitative approach, using the questionnaire as a data collection instrument and the interview as a technique. The data were analyzed using the discourse analysis technique. The results indicate that white students are benefited by the privileges accumulated by their parents, but this collection of privileges does not come simply or solely from the fact that their parents are white, but, above all, because they are made available for being members of a social group on which no racial stigma weighs. At other times, we verified those privileges that derive directly from the fact that some/but students are white, being given free of charge by their peers, generally, systematically through the institutions. We also verified a kind of non-formalized protectionism and collaboration (“narcissistic pact”) by which it is possible not only to guarantee the majority presence of a single racial stock in a place considered to be of high social prestige, but also that this presence is marked by a differentiated treatment, garnished with privileges. Other issues verified were the impacts of racism on the psyche of black people, the false projection arising from white people and, more than that, it was possible to infer that racial relations in the investigated course, as well as in the institution itself, they are permeated by racist ideologies, stereotypes, prejudices and racial discrimination. When it comes to racism, it is perceived as being of the veiled type that is not only common and normal in Brazilian racial relations and institutional spaces, but is the conventionally accepted form of racism. In line with this veiled racism, it is common for the practice of equally veiled racial discrimination to occur, with considerable resistance to naming and punishing it as such. Despite veiled racial discrimination practices being the modus operandi of the subjects in the investigated locus, there are breaches of patterns that cause a mixture of astonishment, indignation and revolt, both on the part of white and non-white groups. However, we realize that this shock is caused by the breach of decorum and, consequently, by the breaking of silence on the racial issue, causing discomfort in that space. In short, it was possible for us to understand that the racial relations established between black and white students, despite the silence and lack of institutional concern, are permeated by racialized ideologies and practices that produce and reproduce racial stigmas and stereotypes, privileges racial disadvantages for white groups and, consequently, racial disadvantages for non-white groups, particularly blacks.

In nineteenth-century Brazil, newspapers were the mechanism found by many authors to publish their writings. First came the serials, followed by the chronicles and later, the female columns. It is on the remarkable and fundamental presence of Clarice Lispector, under the pseudonyms of Tereza Quadros, Helen Palmer and Ilka Soares, in the Rio press in the 1950s and 1960s and her educational and emancipatory bias that this work is structured. This research aims to analyze the columnist's writing, which, by presenting recipes and advice on household chores to readers, ended up insinuating a feminist stance, aiming at an emancipatory education. Thus, the research goes through the analysis of primary sources and subsequent choice of texts in the newspapers "Comício", "Correio da Manhã" and "Diário da Noite", in the female columns "Between women", "Correio feminine" and "Só para Mulheres ”, respectively. It approaches a line of analysis and theoretical and literary perspective with theoretical-methodological bases by correlating the literary devices used in the press with emancipation, an issue of relevance in academic terms, more precisely in the educational field, with emphasis on women's education. The conceptualization and methodological construction runs through Coelho (2002), Buitoni (2009), Del Priori (2013) and (2020), Duarte (2016) and Perrot (2019) and (2021). Furthermore, we find an evolutionary line in the publications and subjects addressed by Clarice Lispector in the context of the production of the columns and how the texts are correlated to the perspective of an emancipatory education, elucidating the importance of feminist crossings in the formative processes.

The present work analyzes formative aspects of the implementation process of the "New" High School and its implications for the education of youth in Limoeiro do Ajuru/PA, from the perspectives of teachers of the state school Professor João Ludovico, which is part of the Policy to Promote the Implementation of Full-Time High Schools, established by Law No. 13.415/2017. The research promoted a literature review and document analysis on the current high school reform, in which it was possible to identify educational duality and school differentiation as hallmarks of secondary education in Brazil that tend to be deepened by the "New" High School. We also carried out exploratory research of the field study type, using as instrument of data collection semi-structured interviews with teachers who work in Full-Time High School in the school Professor João Ludovico since the beginning of the implementation of the program in that institution, as well as direct observation by the researcher. The data analysis used the content analysis technique, through which the following categories were deduced: curricular flexibility, youth protagonism and infrastructure in Full-Time High School. The research shows that the reform process did not consider the realities of the youth of the Amazon, in the case of Limoeiro do Ajuru/PA, especially the riverside dwellers. From the analysis of the data collected, it was concluded that the curricular flexibility implemented by the current reform harms the formative aspects of the youth of Limoeiro do Ajuru/PA by limiting the hourly load for a general formation, highlighting a good part of the research subjects reject this format of flexibility, as well as the idea of youth protagonism of neoliberal basis, however, this does not happen in a way founded on theoretical bases. Contradictorily, these subjects show sympathy for some conceptions that guide the current high school reform, such as the very idea of curricular flexibility and the pedagogy of competencies. It was also evident that the inadequate infrastructure compromises the quality of education in Full-Time High School in the school studied.

O Estudo teve como objetivo analisar os desafios da Alternância Pedagógica na Formação Técnica em Recursos Pesqueiros no Instituto Federal do Pará – Campus Cametá. O paradigma da pesquisa fundamentou-se em pressupostos de caráter qualitativo e a abordagem metodológica constitui estudo de caso, tendo como instrumento de coleta de dados a análise documental e entrevista semiestruturada. Para o levantamento dos dados foram ouvidos 07(sete) professores e 03(três) alunos do Curso Técnico em Recursos Pesqueiros, do IFPA – Campus Cametá. A organização e análise dos dados estarão organizados em quatro seções: 1. Alternância Pedagógica: Relação entre formação Técnica e a prática social dos Ribeirinhos. 2. Alternância Pedagógica e a organização pedagógica do curso técnico em Recursos Pesqueiros. 3. Alternância Pedagógica e as Políticas implementadas no âmbito do IFPA. A estrutura desta pesquisa encontra-se organizada em quatro capítulos: O primeiro capítulo apresentamos o levantamento das produções científicas de dissertações e teses a respeito da Alternância Pedagógica em cursos Técnicos. O segundo capítulo procura fazer uma discussão a respeito do protagonismo dos trabalhadores ribeirinhos, partindo da análise sobre os principais fundamentos da Educação no campo. No terceiro capítulo destacamos a organização pedagógica em alternância no Instituto Federal do Pará e como é construído e no quarto capítulo destacamos a Alternância Pedagógica e os desafios enfrentados na formação técnica em Recursos Pesqueiros, a partir do olhar dos sujeitos envolvidos na construção do conhecimento. Os resultados nos levaram a inferir que a Alternância na Formação Técnica vem sendo construída de forma gradual no Campus Cametá, sendo uma forte oposição e luta contra uma educação hegemônica, valorizando os saberes a partir das experiências vivenciadas pelos coletivos dos sujeitos. Reafirmando a defesa da educação como direito e um bem público social, contribuindo com as transformações das condições de vida das comunidades campesinas, que apesar dos desafios apresentados, apontam para uma formação em Alternância Pedagógica com vistas na formação humana e política do educando.

This research deals with the need for a look at the health of basic education teachers. It takes teachers of basic education in the municipality of Cametá as the subject of the research. The research outlines itself by highlighting points and characteristics of the teaching profession, highlighting possible interferences and requirements that can lead to a health problem. It has the general objective: to investigate the problem related to the illness of teachers in the municipality of Cametá, considering the aspects that are specific to this profession. And the specific objectives: awakening a look at the need to reflect on the problem related to teachers' illness; identify the main complaints that may associate the development of their work with some health complaint; to assess how teachers attribute their physical and emotional well-being to the success of their work. The problem of this research is to answer if the basic education teachers of the municipal network of Cametá complain about any health problem associated with the development of their work? The theoretical framework presents the main research on the theme of teachers' health, using authors such as: (Nóvoa, 2019), (Trivinos, 2007), (Libâneo, 2001), (Saviani, 2011), (Oliveira and Junior, 2020 ), (Paludo, 2020), (Kosic, 2002), (Codo, 1999), (Bauman, 2001), (Gadotti, 2007), (Sousa Junior, 2010), etc. and highlights the eligible items as preponderant for investigations about the health of teachers, which are: the teaching identity, the vulnerabilities imposed by the pandemic, the teaching work in the face of the demands of capitalism, the demands imposed by the knowledge society and the research related to the health of teachers and what they indicate. The discussion and the result of the research are centered on items related to teacher illness: an analysis based on basic education teachers in the municipality of Cametá, which point to the discussion of two more items, one referring to the intensification of teaching work and the other working conditions, a determining factor. And finally, the final considerations. It highlights that this research is just a halfway point on the health of basic education professionals in the municipality of Cametá. There is still much to be researched and evidenced on the subject. The research informants do not indicate even 1% of all teachers in the municipality, they serve only as an indicator.

The research aims to understand the Auto da Padroeira - a procession that occurs annually in the municipality of Abaetetuba/PA - as a space of learning. The choice of this theme is intended to record the experiences of social subjects who collaborate andhave collaborated in the organization of the procession, and to emphasize how the Auto da Padroeira contributes to the valorization of the municipality's cultural heritage,as well as to highlight how the culturalartistic-religious manifestation is a political space of power, resistance, sociability, and learning. The research seeks to understand how the various spaces of the procession contribute to the exchange of experiences among participants, having as central categories of analysis cultural hybridity, celebration, memory, and identity. From a methodological point of view, the research is based on the bibliographical analysis of authors such as Loureiro (2020), Canclini (2013), Tavares (2013), Quijano (2002), among others, who discuss concepts of hybridity, religiosity, power relations, and celebration as a political space and a space of learning. In the field research, interviews and observations were carried out to understand how the procession was created, its objectives, and its importance in the sociocultural and religious scenario of the municipality, as well as memorials of local writers such as Machado (2008), Quaresma (2005), and Lobato (2015). The considerations point out that the Auto da Padroeira is a procession that was born as atribute and gratitude from the artists of the municipality to Nossa Senhora da Conceição and has peculiar characteristics that distinguish it from other religious events and processions, thanks to its hybrid cultural aspects, as it intertwines values, worldviews, symbols, and resistances linked to the history of Abaetetuba.

A pesquisa analisa as implicações do Ensino Remoto Emergencial (ERE) no contexto formativo de Assistentes Sociais pela Universidade Federal do Pará – Campus Universitário do Marajó – Breves (CUMB), em tempo de distanciamento social, na conjuntura da Pandemia do Novo Coronavírus. Adotou-se como referencial teórico – metodológico o Materialismo Histórico e Dialético (MHD), uma vez que permite analisar as contradições históricas existentes no sistema capitalista através da luta de classes entre burguesia e o proletariado que influenciam diretamente nas relações objetivas e subjetivas cotidianas dos sujeitos, permitindo desmistificar as compreensões ideológicas e hegemônicas inerentes ao status quo vigente. Como referenciais teóricos dialoga-se com Marx (1969; 1979; 1985; 2008), Meszáros (2008), e Antunes (2003). As técnicas de coletas utilizadas foram a aplicação de questionário com alunos, entrevistas semiestruturada com docentes e gestores e análise documental. Nesse sentido, analisamos as implicações ocasionadas pelas desigualdades sociais historicamente construídas na perspectiva da Amazônia Legal no que competem ao acesso e a permanência às tecnologias digitais e consequentemente evidenciando a proposta metodológica do Ensino Remoto Emergencial (ERE) como alternativa para a continuidade das atividades acadêmicas em tempos de pandemia do novo Coronavírus de acordo com os seus limites e possibilidades no Arquipélago do Marajó das Florestas. E, constatamos que 90% dos alunos entrevistados não receberam nenhum auxílio da Política de Assistência Estudantil e os que conseguiram ser contemplados, informaram que não foram suficientes para atender as suas necessidades tecnológicas, sendo que, a péssima qualidade da internet tanto por rede Wi-fi quanto pelos pacotes de dados móveis também não responderam as demandas exigidas, bem como, a ausência de estruturas intermediadoras adequadas, tais como: computadores, notebooks, mesa, cadeira, dentre outras, que pudessem propiciar qualidade no ensino aprendizagem dos alunos a partir da adoção do ERE, devido as suas condições socioeconômicas e que essas ausências de aparatos tecnológicos implicaram diretamente no processo formativo dos Assistentes Sociais no Marajó das Florestas. Ademais, os desafios enfrentados pelos professores da Faculdade de Serviço Social em ter que num curto espaço de tempo  para formação/qualificação sobre novas ferramentas tecnológicas, tentando conciliar suas atividades docentes e suas atividades domésticas em virtude da adaptação das suas residências em sala de aulas virtuais, extrapolando na maioria das vezes, suas cargas horárias de trabalho, causando adoecimento. Por fim, evidenciou-se as limitações, fragilidades e possibilidades na formação de Assistentes sociais, contexto pandêmico. 

This master's thesis analyzes the financing policy for riverside school transport in the municipality of Cametá/PA, based on the value/student as an indicator to calculate the resources allocated to the school transport policy. The theoretical assumptions for the analyzes were based on authors such as Pergher (2014), Cara (2014), Bremaeker (2011), Pinto (2018), Sena (2014), Carreira and Pinto (2007), Monlevade (1997), Menezes (2008), Gouveia and Souza (2015), Caldart (2004), Carmo and Prazeres (2012), Arroyo (1999) among others, in addition to the legal bases for school transportation. The research brings an overview of municipal education, in addition to presenting data on school transport, such as: the financial resources received by the municipality, the number and origin of vehicles providing the service, as well as the number of students using school transport. Methodologically, it is a case study, based on the qualitative approach, carried out in three phases: bibliographic survey, field research and data analysis. During the research, semi-structured interviews, observation and document analysis were used as data collection instruments. As a result, we can highlight that of the total number of vehicles that provide school transport services to the municipality of Cametá/PA, 98% operate from outsourced fleet contracts, that is, the lack of own vehicles makes the city hall maintain these hiring to provide services in riverside communities. The research identified a significant cut in the amount of school transport with the justification of lack of resources to maintain it, inadequate boats, overcrowding of students, discomfort, insecurity, in addition to many students not having access to transport, even if they need it. Therefore, it is a policy that requires reorganization and expansion of resources, to guarantee access to school transport for all students who need to attend school, enabling quality, respect, guarantees of rights and improvements in the vessels that lead to the schools for students from the riverside communities of Cametá.

This Master thesis entitled: “ Apart from a formal scholar: A school in/of Afro-Brazilian traditional community (Quilombo) Igarapé Preto/Oeiras do Pará” has been focus in dialogue about creation of E.M.E.F. Zumbi dos Palmares school, inside Igarapé Preto quilombo community, in the city Oeiras do Pará - PA from Brazil, fights has considered, the impact of a formal scholar, signalized, that way, the paths have treated down to follow for a curriculum that has enriched the culture and memory from African and Afro-brazilian people. How social and education activist searcher. In the specific goals has approached to analyze/interpret the narratives from and about formal scholar sense in the Igarapé Preto/ Oeiras do Pará quilombo, for to problematize how education practices and different knowledge their intercross the public policy from Brazil, to comprehend sense of school and to be black teacher in/for Igarapé Preto/Oeiras do Pará quilombo. Therefore, we have analyzed keeping Afro-Brazilian tradition in the relationships of tradition knowledge in/for quilombo inside scholar and no scholar. Theoretical affiliates the Social History and The Critical Pedagogy; I achieve to search bibliographical in academic digital platforms and scientific journals. The building of corpus of analysis, actualizing the practice of Oral History and Ethnography, those in pandemic times, which drove us to achieve interviews with new digital technologies support and/or record with all security according guidelines from health agencies. Methodologically I used interviews through dialogue, time in which each storyteller answered about his/her education practices and was using orality from individual and collective memories. Theoretical support used in research, authors like: Domingues (2004), Hall (2003), Pinto (2004), Comaroff, J & Comaroff (2010), Freire (1983). The institutional scholar space, our study locus, the E.M.E.F. Zumbi dos Palmares, It has brought historicity, focus, fights and resistances have featured for memories and culture practice of African and Afro-Brazilian people. This way, it has interpreted the senses of formal scholar in the Igarapé Preto/Oeiras do Pará quilombo. The purpose of this research is to achieve another historical and political look, which means, we accepted the challenge of understanding to work the remembered memories. How results, we has found a daily culture rooted in knowledge and traditions perpetuate in quilombo territory, in put the education spaces has ruled Estate is having others traditional education spaces that approached apart from formal curriculum institutionalized in common with National Curriculum Guidelines for Education of Ethnic Race Relationship and for Afro-Brazilian and African History and Culture Learning with real sociocultural of local subjects aim at to reinforce senses of identity belongings, remean the quilombo culture universe in and out of entrance which social spaces have featured in educational (social) territory producer multiple pedagogies. Therefore, articulation between local culture and educational processes have developed for committed educators with ancestrality has been using pedagogical practices like strategies of resistances to legitimation of their customs and ways of life in present time.

This dissertation aims to elaborate about the educational quality obtained by large-scale
assessments, specifically the System of Educational Assessment of Pará - SisPAE, from its
implementation. This public policy was implemented by the Program for Quality Improvement
and Expansion of Basic Education Coverage in the State of Pará, through actions developed by
the Pacto pela Educação do Pará movement, which uses SisPAE as an instrument for
regulating and controlling the quality of basic education in Pará. In this way, the research
intends to analyze the diagnosis of high school quality in the state network of the municipality
of Breves-Marajó, from SisPAE, in the period from 2011 to 2020. Thus, we seek to: a) know
the elements that are being considered in the public policies to promote educational quality in
Brazil considering the reorganization of the educational system after the 1990s; b) understand
the process of implantation of SisPAE in the State of Pará and the relations with the politics of
neoliberal character of global context; and c) identify, in the time frame of ten years (2011-
2020), whether the implementation of SisPAE obtained the intended results for public schools
in the Breves region, given its highlighted relevance in the goals established in the plans defined
for education and the strong influence of multilateral organizations. As a methodological
procedure, documental research was adopted in different sources on economic, social and
educational indicators, reports, contracts, regulations available on websites, official organs of
the State and International Organizations. It was used as a method, the analysis of content in
the data collected through the qualitative approach. After the analyses, it was verified the
limitation of the Pará evaluation system in relation to the educational quality in the analyzed
period. It is observed that this policy, based on standardized tests, converges with the guidelines
of international organizations, by using managerial instruments to promote educational quality.
By legitimizing the indicator as a thermometer of educational quality, which is the use of
student performance, they reveal a reductionist character of education, as it excludes important
intra and extra-school factors. However, even the analysis pointing out the inefficiency of
public education in the municipality, due to the low results of SisPAE, the way in which the
market uses to consolidate the hegemonic thinking about public education, the flow indicators,
access and socioeconomic conditions, reveal that the region's social inequality is the most
relevant variable in the negative results in large-scale evaluation, and not simply the school,
teacher and student.

Keywords: Quality of education, large-scale assessments, managerialism, influences from international organizations.

The text presented here is the result of a Master's research in Education and Culture,
in the line of Policies and Society, under the title “The 'new' secondary education and
the (im)possible impacts on the teaching of Philosophy in state schools in the city of
Breves-Marajó-Pará: An analysis of Law 13.415/2017 and the DCEPA in
interconnection with the secondary-level teaching perspective”. The objective of this
research is to understand the possible impacts that will occur in the teaching of
Philosophy in state public schools in the municipality of Breves-Marajó-Pará based on
what the Secondary Education Reform Law and its derivatives provide, in particular,
the Curricular Document of the State of Pará – High School Stage. Methodologically,
we worked with a documentary and field research with a qualitative approach, having
as a corpus of analysis the Legislation related to secondary education at the national

and state levels of Pará, as well as the oral narratives of teachers from a semi-
structured interview. For a better interpretation of our corpus of analysis and scope of

our objectives, we used in our text the theoretical framework of Discourse Analysis
(DA), from the French line, in dialogue with Historical-Critical Pedagogy. As a result of
the research, we identified possible negative impacts on the teaching of Philosophy,
namely: the prospect of a non-comprehensive training of students, due to a structural
alignment of the DCEPA with the documents that deal with the new high school
nationwide; Subject formation through a more pragmatic and utilitarian education, not
fertile ground for philosophy; Reduction of the workload of the discipline/field of
knowledge in education in Pará; And, finally, impact on the contents to be taught and,
consequently, on the teaching subjectivity.

This research conducted a study of the school transportation policy in Limoeiro do Ajuru city, Pará State, wherein the impacts of the outsourcing process of the school transportation policy of the riverine population in Limoeiro do Ajuru city were discussed. Broadly, we sought to analyze the impacts on school transportation that is offered to students from riverine communities in Limoeiro do Ajuru after the effectiveness of this service by municipal management. We tried to understand the materiality of this policy, from the historical and dialectical materialism using the analytical categories, namely: totality, mediation and contradiction. The field research was also necessary as a methodological approach, whereby, the data collection, documents, and semi-structured interviews were used as instruments. The theoretical discussions of the research rest on theorists such as Pergher (2014), Ribeiro and Jesus (2015), Silva and Pereira (2016), Carmo et al (2020), Carmo (2016), Martins (2010), Cunha (2019), Santos (2017), Lacombe (2018), Queiroz (1998), Haddad (2008), Melgarejo and Shiroma (2019), Souza (2015), Junior (2018), among others. The complexity in the providing school transportation to students from riverine communities located in the Amazonian context, as is the case of the majority of the student population of Limoeiro do Ajuru along with the low federal investment in this policy can contribute to its weakening and/or non-existence and, consequently, impact negatively on the access and permanence of these students in school. In addition to this, we conclude that the outsourcing strategy of the school transportation of the riverine communities adopted in Limoeiro do Ajuru from 2016 has been the decisive factor for the precariousness of this public policy in that city. This precariousness has been reflected especially in the structural conditions of the vessels used in the scholar transportation that, generally, are totally out of the standards required by law. Moreover, the low salaries paid to the boatmen, the long routes they travel and the fact that they have to pay for the fuel have led them to use small vessels without any safety equipment like life jackets, which in turn leads to overcrowding of the vessels and, consequently, puts at risk the lives of thousands of children and teenagers served daily by the scholar transportation in the city. Another impact of outsourcing identified during this research is in the existing relationships between the outsourcing companies and the boatmen. Since the boatmen do not have their own fleet, the companies then hire these professionals along with their vessels. In addition to the low salaries they earn, these individuals are not protected by any labor rights such as vacation, 13th month pay, weekly paid break, employee’s dismissal fund, among others. Thus, through the implementation of the school transportation in Limoeiro do Ajuru, it is evident that the public-private partnership materialized by outsourcing completely disregards the qualitative aspects as for the sake of profit.

This study investigated the closure of rural schools in the municipality of Cametá-Pa, with the main objective of identifying the causes that have led to the closure of rural schools in the municipality. In the methodological procedures, Case Study and content analysis were used. It was based on qualitative research, as a technique for data collection, a semi-structured interview was used. Its theoretical contribution was Dialectical Historical Materialism, which allows us to understand the occurrence of numerous social phenomena, thus identifying their roots, and how this relates to other processes that occur in society. The results show that discussing Rural Education in particular about the closure of schools is to enhance the struggles of rural people in defense of education. It is in this sense that this study sought to carry out this discussion, emphasizing the struggle of social and union movements, which have been increasingly strengthened, in defense of the permanence of the rural school with quality. The closure of schools in the municipality is an increasingly growing process, in the last ten years 76 schools were closed, which reveals a quite frightening number when analyzing the geographic composition of the municipality of Cametá. We identified the urgency of creating specific policies for Rural Education, as it was observed that even though the municipality has not officially assumed the nucleation of schools, this process has been intense and the only factor that has been taken into account for the realization of this process is the absence of an adequate physical structure. In this context, the counterpart of the social and trade union movements stands out, which have become references in the municipality in the struggle for the demands of its peoples to be met, mainly with regard to their educational process.

A presente dissertação parte de inquietudes que perpassam o cotidiano de um serviço de psicologia público, onde demandas da vida adolescente nos advertem sobre os não-saberes desta adolescência, que se apresenta demarcada nas tramas e no tecer de narrativas e discursos hegemônicos, atravessados por questões de gênero, de violências simbólicas e estruturais, por demandas socioeconômicos, de saúde e/ou educação, que mais oprimem do que possibilitam a estes adolescentes vivenciarem seus potenciais criativos e inventivos. Todavia, tais demandas, surgidas em princípio como ―problemas‖ ou ―distúrbios‖ de aprendizagem e conduta, tornam-se mote para se falar de relações abusivas e/ou preconceituosas e discriminatórias vivenciadas em angústias e ansiedades, em ideações e/ou em tentativas de suicídio. Vivências re-velada no próprio corpo (pele) adolescente, em autolesões provocadas intencionalmente como mecanismo paradoxal de alívio destas angústias. Neste sentido, os desenhares, como prática psi, objetiva abrir perspectivas outras que promovam uma escuta reflexiva da adolescência, acerca das transformações possíveis a partir de um espaço e de uma prática psi, e de processos educativos neles envolvidos, que se dispõem como registro e acolhimento destas narrativas esclarecedoras/transformadoras tanto deste lugar psi, quanto da própria existência desta adolescência, afetada em sua historicidade pelo avanço tecnológico/midiático, frente às mudanças econômicas, pela precarização e dificuldades de acesso aos serviços públicos com qualidade e equidade e pelas expropriações de seus territórios. A pesquisa produz um mapa aberto, uma pesquisa em fluxo contínuo de construção, que encontra aberturas para ser/existir emergindo dos traços de desenhos das(os) usuárias(os) do serviço de psicologia, nas quais a perspectiva cartográfica, conjugada com os desenhares aqui registrados, trazem, em diferentes momentos e circunstâncias, potencialidades reflexivas para as questões da/nas interconexões entre clínica e educação, educação e cultura, e cultura e clínica em face à adolescência. Uma prática que possibilita a (re)criação de vidas plenas e (re)criativas na atual conjuntura, marcada por desigualdades, silenciamentos e, pelas narrativas perversas que incidem sobre a adolescência brasileira. Portanto, a pesquisa registra através de uma cartografia destas adolescências, a partir das produções de desenhos, a (re)constituição dos processos de construções discursivas/narrativas destes, a possibilidade se compreender como estas se apresentam, como se constituem e, como acontecimentos/fatos cotidianos da adolescência cametaense atravessam estes desenhos-narrativas em suas intensidades existenciais. Com os desenhares busca-se possibilitar agenciamentos para a adolescência cametaense, e promover uma clínica da vida, como espaço de ampliação do potencial criativo e inventivo, na qual seja possível uma adolescência realçada em suas intensidades afetivas, como elemento/instrumento de resistência, amplificadora de espaços de liberdade e como potência de resistência e afirmação da vida. Considera-se deste modo que os desenhares contribuem para a ressignificação da relação adolescente-sociedade, podendo re-estabelecer transversalmente pelo desenho conexões perdidas, distorcidas, ignoradas (silenciadas) pelo ―social‖. Pois esta prática tem permitido aos adolescentes experimentarem percursos novos e a construção de novos sentidos existenciais por vias próprias. Não obstante, considera-se que os desenhares se mostram, no trabalho com adolescentes (com a adolescência), uma aposta potente de produção de sentidos existenciais e linhas de fuga, de desterritorializações, nos adolescentes e em nós mesmos.

The research has occurred in the Quilombo's Remnant Community São José da Povoação, in Mutuacá river, in Curralinho's countryside, Pará State. The central question was about the experiences that quilombola students have about their ethnic-racial identities learnt in the community's school. The aim is to understand the quilombola students' perception of their ethnic/racial identities learnt through formal education. The research had as a general objective to analyse the quilombola students' experiences about their ethnic-racial identities in a view of the school education in the community. As specific objectives, sought to understand the experiences of black quilombola students in the school context; to understand how formal education influences the process of understanding and combating racism; to identify what is the understanding of quilombola students who go through school in relation to the construction of their ethno-racial identity; and to question the role of the school installed in the community, highlighting whether it is for the community or just a representative object of State power. Used the qualitative research methodology and as an instrument of data collection the open recorded interview. The research subjects were community residents who have experienced or still experience different levels of formative education in the community school. The academic relevance is justified by the need to analyze and understand the process of identity formation of quilombola communities from the formative process with the performance of formal education. The social justification is contemplated when considering the visibility of the community and the paths which may be taken from the results of this study. The results present great relevance in the sense of understanding the formative role of education as an instrument for social transformation, for the understanding of the phenomenon of racism and for the formation of ethnic-racial identity of students who have the opportunity to experience the educational processes from the reality of a quilombola community in a highly racist and prejudiced Society.

This research analyzed the teacher´s work and the implications arising from the adoption of remote teaching, at the Universidade Federal do Pará - Campus Universitário do Tocantins, as well as, identified the conditions of (tele)teaching work in higher education and the implications in teaching practices at the Campus Universitário do Tocantins, besides seeking to understand which strategies were adopted by the teachers to mediate the remote activities. The categories work and teaching work have been discussed by many authors who guide the debate about the theme, where we seek reference in Marx (2017; 2008; 2006), Antunes (2022; 2021; 2020; 2009; 2008)), Frigoto (2010), Vieira Pinto (2005), Braga (2009), Fidalgo (2009), Duarte (2008), Magalhães (2021), Saviani and Galvão (2021), Mancebo (2010; 2020), Maués (2015; 2016; 2021), Bridi (2020); Prazeres (2016), among others. It was sought based on the historical materialism, referenced by the qualitative approach, adopting as data collection technique the document analysis and interview with teachers at the Federal University of Pará/ University Campus of Tocantins/Cametá. The results of the discussions about teacher´s work indicate that the adoption of remote teaching has enabled and conditioned forms of precarity and intensification to the teaching work and this reverberates in the precariousnes and intensification of the working conditions of the professors as a consequence of the overload of working hours. The empirical data indicated that the teachers were not trained to work in remote teaching, and thus had numerous difficulties in accessing and using technologies. Also identified that there was a change in the workplace, which started to take place at the teachers' homes, and that they started to pay all the expenses with their work, resembling the uber work. There was an intensification of the teaching work with activities that already took place in the classroom, but that, with remote teaching, brought other demands. The empirical data pointed out that teachers became ill with the Remote Teaching, both physically and emotionally. It was also made evident that the teachers started to use technologies even more, using WhatsApp groups and digital platforms, as necessary strategies to develop the remote activities.

Este texto es resultado de una investigación de maestría del Programa de Posgrado en Educación y Cultura - PPGEDUC, de la Universidad Federal de Pará - Campus Universitario de Tocantins/Cametá. El objetivo general fue analizar el Programa de Permanencia en el contexto del Programa Nacional de Atención al Estudiante - PNAES, en vista de las implicaciones en la trayectoria académica de los estudiantes del Campus de Breves en relación al desempeño, permanencia y culminación del curso de pregrado. , en el período de 2014 a 2021. Metodológicamente, la investigación siguió los lineamientos del enfoque cualitativo en cuanto al uso de técnicas de recolección de datos - revisión de literatura sobre el tema, análisis de documentos y aplicación de formularios a informantes. El marco analítico se basa en categorías del materialismo histórico y dialéctico, tales como historicidad, contradicción, movimiento, totalidad, mediación para tratar un fenómeno social como objeto que recibe influencias socioeconómicas, políticas con ideologías que demarcan intereses particulares en un sistema capitalista. sociedad marcada por las luchas de clases. Las fundaciones cuentan con el apoyo de autores como Frigotto (2015), Fávero (2004; 2006), Coelho (2008), Leão (2019), Silva Jr. e Imperatori (2017), Bezerra (2014), Sguissardi (1999) y Bourdieu (2007), apoyando las categorías que se encuentran en los documentos. El estudio reveló que el Programa de Permanencia es importante y contribuye a la democratización de la educación superior en Marajó/Breves, pero también mostró sus debilidades para evitar la retención y la evasión. Se evidenció que la tasa de éxito de los estudiantes del Campus de Breves, en general y de los beneficiarios del Programa de Permanencia, es todavía baja en comparación con aquellos que completan el curso dentro del tiempo definido por los PPC. En cuanto al rendimiento académico, hubo relación con los resultados del proceso formativo, no siendo una medida fiel de estos resultados ni de contingencia en vista de que la inclusión de estudiantes en situación de vulnerabilidad social en la educación superior ya es un rendimiento alcanzado para la población de educación superior Marajo/Briefs. Sin embargo, se encontró que existe una variación en el desempeño de los estudiantes entre los semestres de cada año académico, pero este desempeño se mantiene en un buen estado, por lo que en el 2017 evolucionó a excelente en ambos semestres. Relacionando el rendimiento académico con los conceptos de capital cultural y científico, es posible afirmar que hay avances del PP bajo la dirección de la UFPA, concebida como una universidad plural, inclusiva y democrática. Concluimos que el número de beneficiarios del PP y otras acciones de ayuda a los estudiantes, en la serie histórica de la investigación, es muy pequeño en comparación con la demanda de los estudiantes de la CUMB que se incluyen en el perfil, siendo necesario el aumento de la financiación. recursos del PNAES, para que pueda atender al grupo de estudiantes que se ajusten al perfil socioeconómico del Programa. También es necesario recomponer los valores bursátiles, para que sigan, o por lo menos, se acerquen a las tasas de inflación del país 

The present research, entitled "A Study on the Curriculum of Escola Comunitária Casa Familiar Rural do Município de Breves: An Analysis of the Impacts Produced by the Formative Curricular Arrangements in the Graduating Class of 2013", seeks to provide an opportunity to reflect on the impacts of the curriculum of Breves’ CFR school in students lives who graduated in 2013. As a research problem, we bring the following question: In what way did the curricular arrangements of the CFR have an impact on the students social life who graduated from the Technical Course in Forestry, taking into account their actions in society from the year 2013? The study aims to reflect on the formal curriculum, describing its implications for citizen training, considering the meanings of Production and Reproduction of the school in society. To achieve the proposed general objective, we also have three specific objectives, which we present: 1) Understanding from the PPP, how the curriculum dialogued with the lifestyles of the riverside dwellers in the context of rural education; 2) Analyzing the impacts generated by the school curriculum in the graduates lives in society, from their conceptions; 3) Reflecting on the voices of the main actors in the formation process of young graduates. The theoretical framework used as a basis in the production of the chapters revolves around the contributions of some authors such as: Moreira, Silva (1999); Petitat (1994); Brandão (1988); Gil (2008); Hage (2006); Arroyo (1999); Lopes, Macedo (2010) As for the methodology, we choose a qualitative approach with emphasis on Participatory Research, because we believe that this research strategy allows for a better understanding and deepening of the specificities and basic needs of peasant populations, traditional populations and farmers. In the case of this research, the phenomenon to be investigated, specifically, is the impacts produced by the implementation of the training curricular arrangements of the CFR School in the graduates lives of the 2013. Including also in this methodological process the field research, the semi-open questionnaire and the semi-structured interview, these instruments were fundamental in data collection. The material produced in the field interaction was put under appreciation through document analysis. The theoretical reflections present in the text indicate that the curriculum of an educational institution can be materialized in a critical, reflective, and autonomous way, making the school productive. Conversely, this same institution can implement an automated, technical and uncritical curriculum, making the school reproductivist, thus generating the maintenance of capitalist society. Within this understanding, the school becomes dualistic in society, since it can practice a curriculum in the productivist line or in the reproductive line, or in both lines concomitantly, or even more negatively intending only for the reproductive strand, this premise becomes a grievance in the educational field. In the specific case of the school in question, the research data elucidated that the formative curricular arrangements impacted on the social life graduates of the 2013 in a more positive than negative way.

Objetiva-se apontar os desafios e avanços em relação à implementação de uma política de remuneração dos profissionais do magistério da Rede Municipal de Educação de Cametá, buscando identificar se a mesma enseja a valorização docente. Trata-se de um estudo de caso em abordagem qualitativa, tendo como procedimentos de coleta de dados análise documental, entrevistas e observação participante. Os principais documentos analisados foram o Plano de Cargos, Carreira e Remuneração dos Profissionais do Magistério do Município de Cametá (PCCR 212/2012) e suas alterações, a folha de pagamento do Poder Executivo de Cametá de dezembro de 2016 disposta em microdados, as folhas de pagamento disponíveis no portal da transparência da Prefeitura de Cametá (2017-2020) e os dados disponíveis no SIOPE/FNDE referentes à remuneração dos profissionais da educação. Na revisão do tema e fundamentação teórica, tomamos como principais referências autores como Monlevade (2000), Morduchowicz (2003), Pinto e Adrião (2006), Arelaro (2007), Camargo; Jacomini (2011), Zatti (2019) entre outros. Os resultados mostraram que a maior parte daquilo que é disposto pelo PCCR 212/2012 é seguido na prática, como a efetivação das progressões (algumas automáticas, como o quinquênio, e outras através de requerimento, como a aquisição de uma nova titulação ou habilitação) e o vencimento base, que compõe a maior parcela da remuneração e é sempre reajustado anualmente de acordo com o Piso Salarial Profissional Nacional (PSPN). A questão mais notável em termos de um aparente não cumprimento do PCCR 212/2012 é em relação à carga horária de trabalho. Notadamente porque em alguns casos ela não é cumprida, exemplo disso são as 240h que deveriam, mas não são pagas efetivamente. Portanto, conclui-se que é uma bem intencionada política de remuneração, porém, desde que todas as prerrogativas sejam efetivamente cumpridas. Como no município pesquisado a questão da carga horária ainda é um ponto sensível, os professores e demais profissionais do magistério ficam suscetíveis a uma desvalorização.

The present study, entitled Narrativas Sinalizadas de Si: the militant trajectory of a black
woman in the deaf movement in the municipality of Igarapé-Miri, in Pará, aims to understand
the life story of a deaf black woman, in order to understand, for through their narratives and
training processes and knowledge built in militancy, how this woman constitutes her identity
and resignified herself from the intertwining between ethnic issues, gender issues and deafness.
And as specific objectives, it is proposed to understand how the deaf black woman sees herself
in the context of her trajectory and the relationship of this process in the affirmative construction
of her ethnic-racial identity; analyze the images and meanings of being a deaf black woman
built in the militancy process and problematize the formative educational processes and the
knowledge built in the deaf black woman's militancy trajectory as a possibility of political
empowerment built from subversive acts of gender, race and deafness . The research that
originated this study took as a mobilizing aspect the following problem: how was the life
trajectory of the deaf black woman, activist of the deaf community, in favor of overcoming
racial inequalities, gender and difference in the municipality of Igarapé-Miri/ SHOVEL?
Methodologically, theoretical support was sought in studies of authors that address themes
related to gender, race, deafness, militancy, memory, narratives, which stand out: Scott (1995),
Louro (1997), Guimarães (1999, 2004), Hall (2003), Schwarcz (1933), Skidmore (1976), Skliar
(1998, 2010), Goldenberg (1997), Fanon (2008), Brah (2006), Pêcheux (2010), among others.
The research participant was selected based on some criteria, such as: self-declaring herself as
black in her sociocultural relationships and for presenting traits in her personal, social and
professional life trajectory that characterize a profile of militancy with action on gender issues,
race and deafness in the city of Igarapé-Miri-PA. The investigation is anchored in a qualitative
approach of the Oral History type, with the use, in its procedures, of on-line semi-structured
interviews, in addition to this, this work used virtual participant observation, which, in turn, it
took place through the participation in some interactions carried out virtually in the daily life
of the interviewee, and also had the help of a drawing workshop that focused on the elaboration
of drawings about being a deaf black woman in militancy. The research results reveal that the
interviewee's participation in the deaf movement and in the academic space made it possible
for her to re-educate herself, change her view on issues such as sexism, racism, machismo and
deafness, her posture as a black and deaf woman through a positive process. acceptance of their
color, curly hair, sign language, to the detriment of social determinants.

The present work is woven by a collection of life stories narrated by girls and women who experienced motherhood while still in adolescence, more specifically between the years 2010 and 2020. The aim of the research is to understand, through the experiences shared by these girls, aged between 14 and 19, how they face being a mother, analyze the main challenges, claims and demands that are manifested in their daily narratives, both in the private and public sphere, in order to verify the ways in which their rights may have been deprived, either through material challenges, such as the lack of public policies and the abandonment by the state and/or through social, historical and cultural mishaps. Methodologically, a bibliographical survey and a qualitative analysis were carried out. Among the theoretical contribution we can highlight some authors, such as: PORTELLI (1997), DEL PRIORI (2011), CHAUÍ (2012), UNFPA (2013), PACHECO (2010), MORIN (2006 and 2007), FIGUEIRÓ (2004), WHO (1993), SEN (2000), VELHO (1981) and others. This bibliography dialogues with the oral narratives collected throughout the research with the methodological aid of oral history, which made possible to listen to seven female narrators/collaborators, who revealed what the numbers are not able to tell, that is, life stories, resistance, denouncement, and female hope. Although we have opted for open and, in a way, free interviews, some questions were pre-formulated with the objective of not limiting the narrators' testimonies, but with the purpose of organizing the work within the perspective of human development, according to the United Nations Development Program, which establishes three basic dimensions for the achievement of people's freedom to be what they want to be. These dimensions are: health, education, and income, which despite not encompassing or exhausting all aspects of development, are synthetic measures thought and built from the studies of Mahbub ul Haq and Amartya Sen. It was found that, although individual, the reports of the girl mothers are revealing, from the point of view of the collectivity, the history, and the culture to which they belong, since at the intersection between one experience and another, there are singularities and, above all, similarities that show the urgent need for society to evolve, both in the way it looks at and treats its young women.

This dissertation discusses in the light of the Law11.645/2008 the implementation of Marajoara indigenous theme in the curriculum of Basic Education in Breves, Marajó, understanding the curriculum as a political and cultural field crossed by power relations, which can transmit visions and identities interested particular and social, but susceptible to changes and transformations resulting from social dynamism. The research seeks to understand how different Marajoara native people, labeled in history as "Nheengaíbas", are represented in different spaces and times, asserting their protagonism in history. At first, in Jesuits, travelers, naturalists and historians memories (1639 - 1659) and, posteriorly, in the scope of the curriculum, textbooks and in the experience of teachers today. The text dialogues with the human and social sciences, based on the references of Le Goff (1990); Halbwachs (1990); Ricoeur (2007), Quijano (2005), Moscovici (2007) and authors who discuss the indigenous protagonism in Brazil, making use of the categories Memory, Forgetfulness, Decoloniality, Indigenous Protagonism and Social Representations, as well as, Curriculum, Textbook and Teaching in references of Moreira and Tadeu (2009), Silva and Souza (2016), Santos and Meneses (2009), Bhabha (1998,) Apple (2013), Bittencourt (2019; 2013) among others. As methodology, the research was used: documental, bibliographic and the application of interviews, with the use of the qualitative approach. Finally, it was proposed as a form of intervention, paths and suggestions for a curricular proposition more aligned to the current legislation and the epistemologies of resistance. It is estimated that the reflections and products achieved may cause the visibility, inclusion and valorization of a Marajoara indigenous theme in the curriculum, textbooks and teachers' practices in Breves and Marajó, as well as encourage future productions aligned to the theme.

In this study, the Mundiar Learning Acceleration Project, High School, in the city of
Breves/PA, was researched, with the general objective of analyzing the implications of the
Mundiar project in the teaching and learning processes from the development of the telessala
methodology, considering the reality of Marajoara youth. The specific objectives were to
identify the Mundiar project in the context of public-private relations based on guidelines from
international organizations; characterize the Project's Telessala methodology in view of the
reality of students in the city of Breves and understand the Mundiar project and its implications
in the teaching and learning process of Marajoara brevense youth. The approach is qualitative,
exploratory and bibliographical, based on content analysis. The instrument for data collection
was the semi-structured interview. The interviewees were three unidocentes, three students and
the local coordinator. The results point to 1) reproduction of traditional high school problems
and the constitution of new problems; 2) total alignment of the project in accordance with the
guidelines of international organizations within the scope of the public-private relationship; 3)
Failure to value the formation of autonomous citizens and duplication of the image of the public
school as incapable and insufficient for the formation of critical subjects and qualified
professionals; 4) isolated pedagogical/technological practices that direct full responsibility to
the unidocente professional of Mundiar; 5) pre-technical approach and insufficient human,
structural and technological resources within the scope of the telessala methodology; and 6)
Precariousness of work and devaluation of didactic-pedagogical, financial and teaching
autonomy.

This exhibition is woven from the perspective of social knowledge present in the deaf community of the Prof. Osvaldina Muniz State High School. Aimed at analyzing how the social knowledge of the deaf community mobilized the school community in the fight for rights and, based on these experiences, to understand what resulted, it has led us to search for answers to the central question: How the materiality of the social knowledge of the deaf community in municipality of Cametá, made it possible to build or not, experiential knowledge in the fight for rights, in the EEEM Professor Osvaldina Muniz? Therefore, methodologically, the research is based on the paths of a critical qualitative approach, that is, an attempt was made to go beyond pseudo-concreticity (KOSIK, 2002). The procedures for collecting information were: informal conversations, roundtables, free observations, which generated field notes, according to Triviños (1987) and also a survey of documents, literature, semi-structured interviews. For the treatment of the data collected, we were guided by content analysis according to Bardin (1077) and Franco (2005). Thus, we have authors such as: Marx (2004, 2008), Marx and Engels (2009), Gramsci (1977, 1984), Nogueira (1990), Weber (2006), Rodrigues (2012), Tardif (2014), Kosik (1976, 2002, 2012, Strobel (2008), Perlin and Miranda (2003), among others, for the theoretical deepening of the research question, allowing us, therefore, to enter into the experience of both the deaf community and the school community. investigation led us to the conclusion that, firstly in relation to the dimension - communities, it was understood that the historical formation of communities is educational, as it produces use values to maintain and reproduce life, even when it takes place under the negativity of class relations existing in capitalism, which are not natural either, but the work of human beings. And, at the same time that they build collective knowledge, sometimes personal interests also stand out, leading us to believe that Communities, although referring us to an act of collectivity , she lives in constant conflict and fo rmation, thus necessitating the action of external agents who do not always contribute to the strengthening of the unit. Second, in the dimension - experiences, it was understood that these are experiences as processes that are lived, felt and modified, therefore they are not given to men and women, but historically constructed, mainly in collective relationships. This exhibition, therefore, reached the conclusion that experiences, based on Thompson (1981) integrated the experiences of the E.E.E.M. Prof. Osvaldina Muniz and Deaf Community, that is, the experiences are the very daily life permeated with conflicts, the felt are the result of what these conflicts produce and the modified are everything that is learned, formed from the construction of the previous ones, but in a historical-dialectical process, that is, the movement of human relations itself. Third in the dimension – experiential knowledge, that is, knowledge that based on the experiences of daily work and on the knowledge of their environment, which stems from experience, is validated by it. Resulting, therefore, in knowledge that can
permeate professional action, but also, for the purposes of this investigation, which found them in other ways, such as the experience and practice of the relationship between deaf students and students; deaf students-listeners; deaf interpreter students; among other ways, as concrete experiences on the floor of E.E.E.M. Prof. Osvaldina Muniz. Therefore, the exhibition demonstrates that the paths of inclusive education require educating to practice freedom, as it needs to go beyond the experiential knowledge found, towards a school project aimed at freeing the shackles of the status quo, for this, the action collective is fundamental.

School discipline is a relevant issue in the field of education, as changes in society require changes in the educational field to form citizens who can work collectively to achieve a common goal.In this sense, the present work investigates the implications of conceptions of (in)discipline for the teacher-student relationship in the teaching and learning process in the early years in municipal public schools in Cametá (PA). The research has a qualitative approach and, in its first part, a bibliographic research was carried out, then empirical research was carried out, having as instruments, document analysis and a questionnaire with open and closed questions. The theoretical contribution focused on the works of Vasconcellos (1997; 2014; 2009), Rego (1996), Aquino (1996), Parrat-Dayan (2008), Estrela (2002), Freire (2017a; 2017b) and others. The document analysis was carried out from the Brazilian education laws and other documents that we consider relevant to the research, namely: the LDBEN (1996), the DCNs for Basic Education, the PCNs (Book 1), the BNCC, the ECA and the Unified Regiment of schools in Cametá (2013). The research questionnaire was applied, via the internet, to teachers of municipal elementary schools in the early years of Cametá. As a technique for data treatment, we used Bardin's content analysis (1977) and the three phases of investigation, namely: pre-analysis, material exploration, treatment of results, inference and interpretation. From the data analysis, we concluded that the Brazilian education laws and other official documents bring the concept of school discipline still reduced in terms of the complexity of the different aspects that involve it, as they do not establish axes that can guide the construction of the discipline in the classroom. of class. We seek to systematize how teachers see the subject matter and how they characterize students from it, and the teacher student relationship itself. We realized, then, that most teachers reproduce values received throughout their experiences in different sociocultural and educational contexts. Therefore, the conception of school discipline of most of our participants is rooted in a traditional conception of education and, consequently, of discipline in the traditional molds. In this way, we express the need for greater appreciation of the teaching activity, especially in matters of continuing education, considering, without a doubt, the reflection on (in)discipline, related to the complex processes of social, school and family collective construction, with a focus on development self-discipline and conscious and interactive discipline in children.

This research reflects on Rural Education, focusing on the policy of nucleation and closing of
schools in the countryside. The main objective of this study is to analyze the relationship
between the closing of schools in the countryside and the nucleation policy of the
municipality of Cametá/PA, as well as the contradictions arising from this process. The
research territory are the communities of Ponta Grande, Caliçado, Pissareira, Uxi Beira-rio,
Anauerá, Sulapo and Sulapinho, all located along the BR 422. The theoretical contribution of
this work is anchored in historical-dialectical materialism, as it understands that through the
categories totality, contradiction and mediation help to understand the phenomenon studied.
Referencing the works the Kosik (1976); Cury (1989); Benitez (2014); Vendramini (2009).
The procedures adopted by the research were: documentary research, bibliographic review, as
well as carrying out field research, in a limited way, due to the Covid-19 pandemic. The data
collection instruments were the semi-structured interview, in which the narratives of the
subjects involved in this research were taken into account. The theoretical reference to discuss
rural education and nucleation/closing policy, highlights the studies of Hage (2005; 2014);
Kremer (2007); Campos (2014); Marrafon (2016); Carmo (2016); Correia (2018); Santos
(2019); Silva (2019); Rocha (2020). The research revealed that the movement of closing
schools in the countryside, in its vast majority multigrade, has been constant and growing.
Nucleation in Cametá is carried out in two ways: first, the schools of small size are attached to
a parent school for the issuance of school documents, due to the regulation of larger schools,
supported by Resolution no 485/09, of the State Council of Education. Second, it would be the
meeting/nucleation of small schools in a school with a greater infrastructure (classroom,
pantry/kitchen, among other locations), initially causing the stoppage and later the closing of
these schools. Therefore, it was identified that the nucleation carried out in the municipality of
Cametá has intensified the closing of small schools in the countryside, making it difficult for
subjects to access schooling opportunities close to their homes. Another point that should be
highlighted is the issue of school transport, which is linked to the nucleation policy and
contributes to the closure of schools. For rural communities, the closing of schools has
represented the loss of their reference and political weakening. Despite the advances made in
recent decades by Rural Education in Brazil, the closing of rural schools tends to increase, this
movement has compromised the right to education of these populations, the Brazilian society needs to be aware of this problem so that public school education as a right of all and the dutyof the State to be guaranteed.

EJA. Youth. Urban ProJovem. Professional Qualification. Inclusion.

Our research object is the Social Quality of High School Education in the Modular Education Organization System (SOME), subsidized by a riverside school, located in Vila Monte das Oliveiras – Itaucu River, belonging to the municipality of Oeiras do Pará (PA). The general objective is: To analyze the conditions of supply of High School in the SOME modality in a rural school in the city of Oeiras do Pará (PA). The specific objectives are: a) Identify possible aspects related to the social quality of/in the Modular High School of/at SOME Itaucu; b) Investigate the school infrastructure of SOME, considering the conditions of provision of Modular High School in/at SOME Itaucu/Oeiras do Pará (PA) from the riverside context of EMEF Raimundo Caldas; c) Describe SOME and the training processes of riverine subjects of/in SOME Itaucu from the perspective of their subjects based on the right to social quality education endorsed in the main legislation in force. The structure of this research is based on a qualitative and exploratory case study. For this, we used the following procedures: document analysis, specific literature and semi-structured interview, applied to teachers, students of SOME Itaucu, managers of the main school / hub school and community representative (Vila Monte das Oliveiras). Therefore, this work assumes a conception of Riverside Country Education as a Constitutional Right of the subjects of the Modular Education Organization System (SOME/ Itaucu). The research concluded that SOME is based on a curricular proposal of urban education transplanted to the countryside, however, SOME Itaucu belongs to a particular group of water schools, whose conception of Education in Campo Ribeirinha that we defend, does not limit it to characterize it generically in the scope of Education in/in the Countryside, due to the socioeconomic specificities of the riverside reality of those subjects and their relationship with the nature that surrounds them, which led us to conclude that this finding particularizes SOME Itaucu within the diversified set of communities/locations that make up Rural Education in every corner of the country. We also verified that education with social quality at SOME Itaucu was partially perceived, because despite the implementation of SOME in the location being seen as a positive point in the analyzed community, as it provides future expectations with the acquired certification, the performance indicators show that there is an accentuated invisibility of the subjects when they are submitted to external tests and results. Regarding infrastructure, we found that, given the precariousness of infrastructure found at SOME Itaucu, it is necessary to build a state-owned school with adequate infrastructure to meet the demands of Modular High Schools, especially water schools, as the locus of this work. Regarding training processes, we confirm that SOME Itaucu meets the requirements of the state education department, developing a homogeneous curriculum applied to both modalities: Regular and Modular. Thus, we found that the school curriculum, adopted by SOME Itaucu, is indifferent to sociocultural aspects and riverine knowledge of the communities/locations served, in opposition to the rural-riparian logic/reality of those subjects, which exposes human and weakened academic of these.

This project subject was Teacher Training: meanings and paths, using the municipal school for kindergarten and elementary grades Nossa Senhora da Graças as locus, in Pontilhão location, in the municipality of Abaetetuba/Pará. Therefore, the survey searched to answer the question “how the teachers training experience contributes to the performance of teachers in the learning process of students of the municipal school for kindergarten and elementary grades Nossa Senhora da Graças”. The teacher education consists of two distinct moments but interconnected: the basic training offered by Higher education institutions, and the continued (or continuous) formation that takes place after the completion of the initial formation. The research project was based qualitative approach due to the possibilities of studies of phenomena related to human beings end their relations defined in many environments, follow the case study, as search methodology, whose possibility occasion the analysis about the teacher training experience, the aim of our investigation. As regards of data collection procedures, we use bibliographic research, observation, documentary research, and semi-structured interview. We defined as categories to data analysis: teachers’ formation, profissional teaching and teach in countryside school. Therefore the teachers’ analysis about the experiences in teacher training enable critical reflection about the teaching practice in which it was perceived the lack of a policy of continuous formation by the municipal public administration for the teachers of the school and that the time destined to the formation in the school was organized in an individualized way among the teachers, which made difficult the dialogue about social demands and pedagogical proposals. The need to update the school's pedagogical proposal with the inclusion of reflection on laws to meet rural issues, as it is a rural teaching establishment, the insertion of the proposals of the annual Action Plan and socio-educational activities and the study of the results achieved by the school during the last external evaluations. Furthermore, teacher acknowledge their experiences as the build of profissional identity and that they can change the social and educational reality

Que peut faire une foule de queer dans le devenir trans(des)viada dans l'éducation ? L'idée
principale de cette étude se déplace à travers une star dansante, née du chaos, pour traverser de
multiples territoires, de l'art de la culture, comme le carnaval, les fêtes du mois de juin et les
festivités aforrreligieuses tissant dans ces chemins mobiles des affectations avec des
collectivités queer, où l'on apprend à vivre, à lutter, à aimer et à agir les puissances du corps
politique et de l'art queer dans l'assemblage d'une éducation travestie des différences. Et où
nous pouvons demander : quels nouveaux arrangements l'art queer est capable de produire dans
l'éducation ? Animé par la puissance de la rencontre avec la philosophie de la différence, le
mouvement critique de ce travail est de provoquer des fissures dans l'image du patriarcat dans
son pouvoir régnant et dominant, et le mouvement clinique est de produire des ouvertures, de
tisser des réseaux de connexions entre les corps et les sexualités qui affirment une éducation
des multiplicités. Le chemin que nous suivons dans cette recherche est la Cartographie des
rhizomes, en compagnie de Deleuze & Guattari (2010) ; instiguée par une philosophie de la
différence avec Nietzsche (2014) ; et les études queer de Butler (2003) et Preciado (2011), en
plus des chercheurs transsexuels et travestis dans/de l'éducation tels que Luma Andrade (2012)
; Megg Oliveira (2020) ; Letícia Nascimento (2021) Thiffany Odara (2020) ; Sofia Favero
(2020) ; qui " font de votre corps un site discursif, dans toute sa plénitude dépeint un texte
explicite avec des signes féminins" (ODARA,2020), ces femmes, transféministes, nous
accompagnent également à la croisée de ces chemins, en nous présentant diverses expériences
et confrontations dans les espaces éducatifs pour contourner les dispositifs de contrôle et
expérimenter le corps/pensée dans un événement qui révère l'ascendance et affirme
positivement la différence queer dans l'éducation. Dans le montage cartographique, nous jetons
un coup d'œil sur le concept de devenir travesti et expérimentons ses lignes sinueuses pour
travestir l'éducation, pour étendre les forces inventives et subversives du corps queer dans les
circuits de l'art, de la culture, de l'éducation. Travestir l'éducation, dans ce montage
cartographique, c'est faire la preuve d'une écriture qui joue avec la parodie de genre, qui joue
avec la débauche, qui joue avec le corps queer, l'art queer, qui pense l'éducation dans ses
multiplicités reliées par des lignes rhizomatiques de devenir travesti, comme une manière
inventive et subversive d'expérimenter la vie, la sexualité et, aussi, comme un concept qui naît
fort et poignant dans la perspective de la différence en éducation.

Al'agence Clarice Lispector et ConceiçãoEvaristo et Coletivo Sumanas e... dans les fils-
rhizomes des féminismes de la littérature en éducation a constitué le principal défi de cette
recherche. Les réseaux cartographiques, à la manière deleuzienne-guattarienne, entrelacés
avec les études féministes, ont ouvert des mondes dans les réseaux éducatifs, ont déplacé des
rencontres, ont promu des agences politiques et littéraires dans les réunions en assemblées,
pour discuter de la liberté du corps-politique féminin et du droit d'apparaître, ont soutenu
dans les actions éducatives du Collectif de Femmes Sumanas de CUNTINS-Cametá et dans
lesvisibilitésdesminoritésréduitesausilence.L'objectifdelarechercheétaitde
cartographier les expériences politiques et littéraires des intrigues éducatives desVoix-
Femmes du Collectif de Femmes Suman, comme une ouverture aux processus libertaires et à
la problématisation de la condition féminine dans la société. Pour ce faire, ce travail traverse
une rivière-mer entre les féminismes et les activismes du collectif de femmes Suman à travers
desquatrecartes-d’essai de textes performatifs qui inscrivent des scènes et des coupures de
l'art littéraire de Clarice Lispector et Conceição Evaristo. Dans ces mouvements politiques et
littéraires, nous remettons en question les inégalités de genre dans la société et potentialisons
les multiplicités, en interconnectant l'art et la vie, pour élever nos voix-des femmes (comme
dans Evaristo) pour produire des puissances et des insurrections féministes. La recherche
cartographique est basée sur la philosophie de la différence de Deleuze et Guattari (1995),
Passos, Kastrup, Tedesco et Escóssia (2015;2016). L'apport théorique passe par Arendt
(2002;2007;2019), Bauman (2000), Butler (2003;2004;2019), Davis(2015;2017),Deleuze
(1997;2003), Deleuze et Guattari (1996; 2020),Gonzalez (2020),hooks (2017;2019), Levy
(2011), Nunes (2007), et des textes littéraires de Lispector et Evaristo, articulés au champ de
l'éducation. La recherchepercourules tissages fructueux entrela littérature et la politique et
Lispector et Evaristo et Coletivo Sumanas, entremêlant les voix-femmes dans l'insurrection
libertaire potentielle dans les processus éducatifs et les luttes et résistances collectives en
défense de la vie et de la libertéd'exister, souligne l'urgence d'insérer l'agenda de l'éducation
sexuelle dans l'enseignement de base, puisque, dans les entretiens, les tours de conversation
et le dialogue avec les six participants, au moins cinq d'entre eux ont dit avoir subi une forme
de violence et deux ont dit avoir subi des violences sexuelles depuis l'enfance, au sein de la
famille. Dans ce processus de libération, les études de genre, la littérature, le dialogue, la
participation, le processus d'écriture avec la poésie, les activismes politiques ont contribué à
promouvoirl'agencecollective,cependant,c'estprogressivementqueleprocessusde
transformation se produit, étant nécessaire de coudre fil par fil pour tisser une autre
éducation, surtout dans les périodes de menace à ladémocratie, où nos voix-femmes font face
aux incidences de la violence et du silence pour s'élever politiquement dans leurs luttes et
résistances collectives.

The present work has as its object of study the pedagogical practices of teachers who
work in modular secondary education in the locality of Paruru de Baixo, a riverside
community located in the municipality of Cametá, state of Pará. The study is anchored
in a qualitative approach of the study type of case, with the following methodological
procedures: bibliographic research, document analysis and semi-structured interview
with eight subjects involved with educational processes in the modular education
system, these being four teachers working at SOME, two graduate students, a
community representative and a pedagogical coordinator responsible for SOME in the
municipality of Cametá. Its general objective is to analyze the contributions of the
pedagogical practices of SOME teachers in the training processes of students attended at
the school in Paruru de Baixo. For this, we analyze the pedagogical practices through
content analysis, from the following analytical categories: teaching planning, teaching
objectives, teaching content, teaching methods and school-community relationship.
Based on the analyses, we identified that the pedagogical practices of SOME teachers,
particularly in Paruru de Baixo, have not effectively contributed to the training
processes of students, as preparation for ENEM is prioritized, with priority given to
access to the university at the expense of a broader education integrated to their
realities. We can say that, ideologically, secondary education has been marked by the
search for efficiency, so that the ENEM becomes a way of evaluating whether this
purpose is being achieved, in addition to institutionalizing the limited conditions of
access to higher education. Pragmatically, the interviewees' statements also revealed
that such practices have contributed positively with regard to the preparation of students
to take the ENEM. Therefore, elements emerged that indicate that despite the
challenges, SOME has been presented as an important public policy, as it is seen as the
only alternative for students to have access to secondary education in their place of
origin, close to their work, their family and their friends, because they contribute in a
more elaborate and systematic way in the reality of their communities and their lives.

This work aims to analyze the training of female teachers, through the History course of the
Federal University of Pará, contemplated by the National Training Plan for Basic Education
Teachers (PARFOR), having as focus of observation the studies on ethnic-racial relations
applied to the analysis of the curriculum of the course and the social and school practices of
female teachers and graduates of the University Campus of Cametá (PA), because the History
course of PARFOR offered in the curricular design a subject of History of Africa. Because of
that, the intention of this work was to find out, through data survey, if the course attends the
ethnic-racial questions according to the requirements of the Law 11.645/2008, which
instituted the obligatory inclusion of the theme of Afro-Brazilian and Indigenous History and
Culture in basic education and higher education. The year of the implementation of PARFOR
in Cametá coincided with the creation of the History College in the University Campus of that
municipality; however, the basic curricular design for the History course did not follow the
guidelines of the newly created college, but those of Belém, and for this reason the course
offered only this subject in the final part of the course. The methodology used in the research
is qualitative in nature, with a documental analysis of the pedagogic project of the course, of
which the curricular design was analyzed, and oral history, with interviews with the course's
former teachers. The question is whether this single subject has awakened the practice of
ethno-racial relations in their school communities. However, the result of the research showed
us that the History course still does not comply with the legislation, and for this reason the
discussions are not comprehensive in the curriculum. Even so, this single subject made a
difference in the formation of female teachers and awakened the interest in the production of
end-of-course papers on the theme, as well as modified the pedagogical practice, leading to
other knowledge about the history of the African continent and of blacks in Brazil, in search
of a democratic teaching, in the recognition of differences and in the fight against racism.

The objective was to analyze the profile of municipal managers of high and middle level education in Cametá (Pará), considering the possible similarities or differences between the profile of managers and the management perspectives of the Partido dos Trabalhadores (2001- 2004) and 2013-2016) and the profile of the group's managers led by José Waldoli Filgueira Valente (2005-2008, 2009-2012 and 2017-2020). The methodology was based on the qualitative approach. The closed questionnaire technique was used, applied to a non-random sample of 53 managers from both groups, within a universe of 76 senior and middle managers. In addition, there was a document analysis and semi-structured interview, which was applied with two managers, one from each group. The theoretical framework starts from the reflection on the main management paradigms, namely, the bureaucratic, the managerial and the democratic. The concept of clientelism was also taken into account in the theoretical reflections that guided this research. Among the results of the study, it was verified the existence of two groups that alternated in the management of municipal education. The first revolves around the structure of the PT, with 43% of respondent managers affiliated to the party; the second group revolves around a leadership, whose members are not linked to a party. The number of managers who worked in each group is different, as the first group, during its period of work, in just two municipal administrations, had a total of 47 managers, while the second group, which was in the city hall for three terms, had a lower number, 29 managers. Both groups are made up mostly of women and recruit the majority of middle-level managers within the civil service of the education sector, with emphasis on employees of the Municipal Education Department itself, as 56% of respondents are hired by this department. . Regarding education, 68% of the managers responding to the questionnaire have a degree in Pedagogy, and 72% have a specialization (lato sensu post-graduation). The first group is, as a whole, more educated, with 49% of managers with a master's degree, compared to 17% in the second group. In addition, the Federal University of Pará contributed to the formation of 85% of the total of these two groups of masters. It is also added that the Graduate Program in Education and Culture (Federal University of Pará, Campus Cametá) was responsible for training 45% of the total number of master managers in municipal education. In the interview with the subjects, it was detected that in the first PT administration (2001 to 2004), according to the perception of the interviewed managers, the party's philosophy was inserted in education with a democratic management proposal centered on local initiative projects; however, in PT's second term (2013-2016), its projects were aligned with the execution of programs established by the Federal Government. In addition, it was identified that, in the view of the interviewed managers, the group led by José Waldoli F. Valente, during the term of 2017 to 2020, was based on a profile aligned with the principles of democratic management, at an early stage of the government; however, in the final periods of government, it takes a more vertical perspective, with more centralized decision-making. Furthermore, the criteria for the composition of the management teams of both groups was based on requirements such as technical competence, education and political-party affinity. Finally, we highlight the appointment of managers from both groups as a mechanism for strengthening political groups and the base of government in the municipal legislature.

This research aims to analyze how life trajectories and teacher training at the Municipal School Nossa Senhora do Perpétuo Socorro, in the Community of Piratuba, contribute to the teaching practice in the classroom and to the construction of professional identity. Methodologically, we chose oral history, starting from a qualitative approach. Theoretically, the research is based on the following theoretical contributions: Nunes (2001), Tardif (2002), Pollak, (1989), Lino (1996), Goldenberg (1997), Marconi and Lakatos (2011). According to Reis (2008), life stories, like those of the teachers / quilombolas, usually narrate about the development of an action triggered by a situation of real or imagined conflict. We conducted the field research, based on observations and interviews to collect information and further analysis. Thus, in what concerns these reflections, we emphasize that the reports of the quilombola teachers and the desire for theoretical deepening motivate us even more to reflect on issues relevant to the theme proposed in this study; understanding how important continuing education is as a continuous process, which needs to be carried out and which is part of the teacher's professional life, from which he qualifies his teaching work and, consequently, improves the quality of the teaching and learning process from the students.

The study entitled, Histories, Memories, Education and (R)Existence: between knowledge and actions of/in the Bailique Center quilombo, Oeiras do Pará municipality, aims to analyze the traditional knowledge as a way of (r)existence from quilombola women and men, the expertise referring to the planting practice, harvesting, creating and preserving, related to the nature and the inhabitants’ relationship forms of this quilombola with such knowledge, which constitute the socialcultural and historical processes of this community. Methodologically, it was sought theoretical assistance in authors works that approach themes related to the orality, memory, (r)existence and traditional and cultural knowledge, among which the following stand out: LEFF (2006), MUÑOZ (2007), SANTOS (2005), PINTO (2004, 2010), DOMINGUES (2017), PORTELLI (2016), HALL (2003), PORTO-GONÇALVES (2015), among others, that were of great importance for the study referrals. Added to the field research, through observation in lócus, small talks, always in search of women’s and men’s traces and experiences and the relationship that they establish with nature. Thus, it was decided to carry out a qualitative research using oral history methods, which by aiming to set out investigative work procedures, making it possible to interpret and dialogue with the history, helped in the cultural and environmental knowledge understanding. Likewise, the social group struggles in study by the territory domain, for existence, better living conditions, recognition and appreciation of their cultural identity. Research data indicate that the nature is their root, their strengthening, their sense of living, so the natural environment is associated with personal and community belonging, above all, based on an ecological awareness notion associated with the human existence need or many families in the settlement. We also observed that in the village’s routine the local environment is diversified in knowledge of traditional learning, noted by the ways of residents’ being and living, the relationships that they have with the environment, in daily practices, mainly, with regard to the natural resources usage and preservation, which are ecological knowledge, typical of the local culture.

The research analyzed the pedagogical experiences resulting from the use of mobile digital technologies by adolescents in public high schools in the municipality of Cametá / PA. Among the specific objectives, it sought to identify the risks and limits of the use of mobile digital technologies by adolescents in public schools as well as to investigate the use of cell phones in the school space, from the point of view of the adolescents, and then analyze what mediations are made by the school for the pedagogical use of mobile digital technologies. The data analyzes were referenced from a critical perspective of reality, making it possible to explain the contradictions and crucial issues that permeate the insertion of mobile digital technologies in education. It was used as instruments of data collection, semi-structured interview with teachers and pedagogical coordinators and application of questionnaires with adolescents. To analyze technologies in the context of capitalist society, support was sought in the reflections of Marx (2008, 2013, 2017); Mészáros (2011) and Vieira Pinto (2005). Authors like Selwyn (2011); Prioste (2013); Costa (2013); Nagumo (2014); Cordeiro (2014); Prazeres (2016); Kobs (2017) and Batista (2019) helped to problematize the insertion of technologies in the educational field, as well as to reflect on the tensioning, risks and implications of the use of mobile devices by adolescents. The analyzes showed that the pedagogical experiences of the use of mobile devices are part of the school routine, being provided by the personal use of the subjects. We identified that the development of pedagogical practices mediated by technologies faces numerous challenges, such as the lack of adequate technological infrastructure until continuing teacher education. It was found that the digital tools existing in the classrooms are used, whenever possible, as a pedagogical resource, being the responsibility of teachers and students, given that the technological equipment of the school does not meet the demand and needs of the educational process, weakening very important aspects such as teacher training. We also identified that implications can occur in the educational process when these tools are used inappropriately. It is the tensioning of the teacher-student relationship that erupts in classrooms, conflicts that are established by the non-pedagogical use of the cell phone, distorting the focus of activities for moments of entertainment and fun. In the adolescents' perception, the cell phone can be an important resource for school learning, a tool that can be used pedagogically, but which faces prohibitions due to its use for entertainment purposes. For the school, it is a challenge the attendance and monitor this use, because the demand for teenagers with this device is growing, however alternatives are sought for mediations, such as lectures and meetings with parents and guardians, because it is believed that a partnership with the family also contributes to the strengthening of the educational process and helps in the alleviation or resolution of situations that imply in the adolescents' routine and learning.

The dissertation approaches, in an articulated way, the concepts of performative art of the gender, body and heterotopies art as potentialities to think the educational field as a space of transgression and resistance, problematizing gender issues and the government and regulation regimes directed at the body. It seeks to think the language of performative art as a queer activism of a body that expresses minority struggles and confrontations in heterotopic spaces in education, producing political shots and performance effects capable of creating territories of freedom in the historically instituted and sacred spaces. In its theoretical-conceptual perspective, the work dialogues with Carlson (2011), Colling (2015), Butler (2017), Deleuze-Guattari (2017), Foucault (2013), Louro (2003), Cohen (2013), Pereira (2013), Passeti (2008), Lemebel (1986), intercessors who helped to build the study and problematization of the performative art of gender in the perspective of difference in education. In its methodological aspect, the study traverses and transversalizes the gender performance art developed by the Chilean writer and performer Pedro Lemebel combined with the participants school experiences and the performance Metamorphosis of the Body performed by the LGBTQIA + group in the university space. The monitoring of the research process and the written records of the performance interventions were carried out through remarks to the rehearsals, photographs of the performances, reports of school experiences, conversations regarding the effects of the performance interventions performed by the group. The results of the research emphasize that the performative art of gender produces a walk together with the group participating in this work, bringing its reverberations, sounds, provocations to an education designed to meet differences. Challenges of creating other heterotopic spaces of difference in education that affirm good encounters, welcoming others, the power of art, of the body in its freedom to exist, and also, the rebellions and transgressions thrown at education

This work, labeled High School Teaching Work and Integration Processes of Portuguese Evaluation Knowledge: the Prescribed and the Re-standardized, was built from the knowledge production theme in the learning evaluation of Portuguese Language teaching in early education according to Teacher Osvaldina Muniz State High School, urban area of Cametá (PA), in order to analyze how the knowledge prescribed in evaluation in the context of the teaching work activity in basic education has been related to experiential knowledge in the teaching-learning of the Portuguese language. Therefore, the problem of this research consisted of questioning how knowledge present in Portuguese language assessment is re-standardized by teachers within the teaching work in teaching-learning according to high school, considering possibilities of integrating experiences aimed at emancipation as a process transformative innovation or maintaining order related to innovation in the traditional perspective. To support this research, the bibliographic survey was based on authors and researchers as Hadji (1994), Esteban (1999), Loch (2000), Hoffmann (1993, 2014), Vasconcelos (2008), who reflect and problematize the evaluation: Schwartz (2000, 2003, 2011, 2016), Charlot (2005), Tardif (2002, 2009) e Trinquet (2010) who helped us to reflect on Ergology light knowledge; Saviani (1995), who supports the discussion on innovation in education, among other authors who support the presented debate. From a methodological point of view, we are guided by Dialectical Historical Materialism to make a dialectical analysis also related to the ergological approach, which allowed us to understand human activity, more precisely the human activity of teaching work in a qualitative perspective of reflecting on the relationship between prescribed and restandardized knowledge. This research revealed, through semi-structured interview, the analysis of our main findings, which pointed out the existence of a subversive character in evaluating, by the research partners at Teacher Osvaldina Muniz State High School, allowing the visibility of multiple sources of knowledge and skills, a result of a permanent subversive awareness in these workers, who oscillates between meeting the assessment goals required by the norms of the official documents inserted by the work organization and / or intervening in learning through “little techniques” (innovative ingenuity) that go against the logic that prescribes the norms that precede their work and favors the maintenance of order, pointing to the possibility of a perspective of dialectical innovation However, it is also concluded that the re-standardizations have not yet materialized as praxis, as there are difficulties in coping with the breaking of traditional teaching paradigms, but indicate, in its materiality in the assessment of Portuguese language learning at the institution, that this awareness subversive attitude of teachers points to the possibility of transformation. This happens precisely because there is a debate of norms dialectically embedded in the historical and human dimensions of these professionals. The analyzes also point out that the restandardizations do not occur in empty space, but from prescriptions resulting from the initial and continuing training received by the research partners, either accepting or questioning them, given the work context.

The present work analyzes the speeches produced around the Festivity of São Benedito, in Vila de Carapajó, Cametá / PA, interpreting the cultural practices that have been continuously (re) signified. Thus, in the daily lives and experiences of social subjects, we seek to understand how the party, especially for black people, has become a discursive space, of sociability, leisure, self-affirmation and resistance. Methodologically, a bibliographic survey of a qualitative nature is carried out, in which it dialogues theoretically with works by authors, who contributed to the construction of the present study, among which the following stand out: Bakhtin (1993); Brandão (2002); Chauí (1993); Domingues (2007); Neto (2007); Pinto (2007); Portelli (1997 and 2007), Del Priori (1994); Quinjano (2005); Santos (2007); Brandão (2002 and 2007); Foucault (1989); Hall (2008); Orlandi (1995,1993,1999); Ribeiro Jr (1982). Plus field research, by observing and conducting interviews with different segments that are in the celebration of São Benedito, considering their social, work, history, culture and tradition relations within the party. From this, the understanding is established that culture cannot be seen as something inert or homogeneous, it will always be crossed by countless conflicts, dialogues, conflicts and links in the dispute for power. At the same time, tradition, that is, what was present at the party in the past, went through resignifications and culminated in the way we see and understand the cult of São Benedito today. So, I bring the party not as a linear form of culture, but as a practice that occurs in the movement. Because it is dense, it represents disputes, stages conflicts that take place or make use of different strategies that go through its historicity in this way, re-signifying itself until it reached its current format. 

This research seeks to investigate the main challenges and possibilities when teaching indigenous history and culture in a critical intercultural perspective, aiming to analyze and reflect the possibilities for intercultural pedagogical practices to overcome the hegemonic, racist and Eurocentric narrative about indigenous peoples. The analyzes were carried out in the light of the theoretical contribution of intercultural education, with an emphasis on dialectical theoretical-methodological approaches based on the contributions of authors such as Catarine Walsh (2009), Aníbal Quijano (2005); Reinaldo Fleury (2003), Grando (2003), Geertz (1989), Larraia (2001), Luciano Baniwa (2008), Daniel Munduruku (2017). Although the present study contemplates the scope of education, we resort to epistemological aspects of history, and of decolonial studies, in order to relate different aspects, corroborating with some theoretical subsidies that the analyzed theme touches on. The data collection process was carried out with six teachers from the municipal basic education network of Altamira-Pa and with students from two classes of the 4th year of lower elementary education.The results of this study indicate that the challenges for implementing critical intercultural pedagogical practices are immense, however even in the face of the limits and difficulties encountered, the research shows that after the implementation of intercultural pedagogical practices, namely: collaborative classes with cultural subjects, oral exposure of the historical context recounting indigenous history from a decolonial perspective; video lessons with the participation of the indigenous person interacting, telling the story of their people, explaining about the webs of indigenous cultural meanings, we verified that the students presented resonances of a reframing in the conception of “being indigenous”, the intersubjective process of intercultural pedagogical practice provoked reflections that were able to transpose the stereotyped narratives and the feeling of fear of the indigenous people through dialogues that favor respect for ethnic cultural diversity and the otherness of the Other

This work analyzes the school performance based on the students’ work of CametáTapera Elementary School, located in the rural zone of Cametá city, State of Pará. We sought to analyze the relationship between work and education, and the school performance of the children and adolescents of that school. For this purpose, we tried to understand those relationships from the axes of analysis such as the right to education for rural populations, work as human action-transformation-exploitation-degradation in childhood. From a methodological point of view, the analyses of the research under consideration, epistemically, are supported by the framework of historical and dialectical materialism (MARX, 2008). In the light of that framework, the categories totality, contradiction, mediation and praxis appear here as fundamental for the understanding of how historical-social relationships structure the materiality of life of the individuals of Cametá-Tapera Village, and how they materialize the children’s and adolescents’ schooling process. Thus, to discuss the concept of rural school, we rely on Caldart, (2004), Molina and Fernandes (2004), Arroyo (2012), Hage (2011); and on the categories of work and education, we highlight the authors: Frigotto (2012), Ciavatta (2012), Machado (2005) and Ribeiro (2012), among others who present work as centrality of human development. To discuss on childhood, we highlight Kramer (2000), Aires (2018), among others. With regard to the results, the research reveals that rural work is the centrality of human existence when it has a collective basis of organization that also educates, but, in contrast, there is also precarious work, which is built within the capital that constitutes the loss of social rights, in which education is included, which in turn is affected or denied from these inequalities. At the heart of this reality, we list the factors that imply the school performance of the students of Cametá-Tapera Elementary School: a) in Cametá city, the school is in the rural zone, however, the perspective adopted for its educational foundation is not from the idea of rural education, therefore, it does not materialize as a policy and is limited to an urbanocentric offer; b) The absence of policies based on the heterogeneities characteristic of “rural education”, which have conditioned the access and permanence of students in schools, and the low performance of the individuals under analysis, c) the exploitation of children and youth work is a consequence of social inequality; d) in the contradiction of a capitalist society, popular work loses its subsistence character to exploitative work, which has implications for school attendance, grade repetition, agegrade distortion, and school evasion.

The training of language teachers needs more care, especially in relation to the aspect of interculturality. In courses taught in inland cities, this need is even more pronounced. There are no studies on how these courses are being structured in relation to this aspect on campuses in the state. This work analyzes whether the teacher graduated in an English Language Course has critical-reflective knowledge that allows his constitution as a mediator of cultures. It seeks to analyze the critical and reflective training of English teachers in an intercultural perspective. To develop this study, the works of Amaral (2017), the studies of Figueiredo (2011), Batista (2010), Jordão (2006) and Kramsch (1998) were taken into account. A theoretical basis was also sought that went beyond critical and reflective training to transgress the boundaries of the hegemonic, considering the work of Walsh (2007). In a cultural context, resources were also sought in the conceptions of Geertz (2008), Faria (2014) and Lameiras (2006) and, in the field of teacher training, in the works of Freire (2011), Borges (2015) and Velásquez (2017). Finally, Hall's concepts of identity (2006) were also considered. To achieve the objectives, semi-structured interviews were conducted with eight graduates from the first classes of English Language at UFPA / Campus de Cametá, in the municipality of Cametá (PA). The Political Pedagogical Project of the Course (2007) was analyzed, using documentary research. The interviews were analyzed in order to identify a formation linked to the intercultural aspects of teachers. The results showed that the curriculum of the course, in its objectives, proposes the formation of interculturally competent subjects. However, when analyzing the specific disciplines, we find that they do not explicitly dialogue with the intercultural field. In the analysis of the interviews, we concluded that the graduates who participated in the research, constitute themselves as mediators of cultures. This was done through dynamic activities experienced in some disciplines during graduation, in which students could mediate the training of these teachers to work in the Amazon. This construction took place through a continuous process, in which students were able to deconstruct old stereotypes and express their voice and identity in the language they were learning.

This research driven by the vibrations of Paulo Leminski marginal poetry experiences the movement of a performative body towards indeterminate paths in education. The Brazilian marginal poetry of the seventies is one of these reverberations that echo in our midst in the records of an inventive, interventional and misdemeanor writing, altering the logic of the relationship with the word in the world. His poetic creation must echo more vigorously in the educational spaces, Leminski, marginal poet of this generation, along with a band of so many other marginal poets come out of their clandestine alleys without losing the drunkenness of the margin and drive a poetic way of writing, thinking and living. Seduced by Leminski marginal poetry we propose to think-experience the body and the poetic word as performative powers of creation and marginal rebellion in education, with this, we ask ourselves: What moments of sensations and learning do Leminski marginal poetic experiments provoke in education? What artistic and educational resonances does marginal poetry produce in the researcher and students? What educational powers are mobilized in a marginal poetic experimentation with students? What processes of creation and learning are triggered in a marginal poetic experimentation in education? In this universe of interrogations we risk experiencing Leminski marginal poetry as an element of transgression of a normative language and a normalizing pedagogy of bodies. As a theoretical-methodological procedure, the work follows the clues of a cartographic itinerary, with immersion in the works of the poet Paulo Leminski (1985, 1990, 2013), in dialogue with the concept of performance in Cohen (2002), Zumthor (2007), articulated to the perspectives of multiplicity and experimentation present in the philosophy of Deleuze (2017) and Deleuze and Guattari (1995-1996). The poetic experimentation of the body and word in the educational spaces led the research to immersion in the intensity of marginal art-poetics, where shots of thoughts were produced in the event of the encounter of education with the word marginal poetics. The connection constructed between art, poetry and education proved to be an instigating path to go in research in education, its resonances were experienced and felt in educational practices as a field of experimentation open to the creation of art-poetics in education.

Every text should be a kind of conversation (poetic or not) between the writer and the subject who is willing to read it. This text is woven conversation-poetics - post-research of an ethnographic field - of rites, chants, drummings and bodies that dance to the Afro-Brazilian rhythm of Marierrê, culturalreligious manifestation of the black people living in the village of Carapajó, municipality of Cametá, region of Baixo-Tocantins- Pa, bodies that, in the morbid exercise of their religiosity and culture, produce a unique symbology, rich in subjectivity, tenderness, communion, beauty and content of ethnic and community affirmation , as the opposite pole of a prejudiced, stigmatizing, racist society that seeks to homogenize, in Brazil, all that is cultural, religious and ethnic through the white and Christian Eurocentric prism. The main purpose is to show how The Marierrê and its symbolic, ritualistic and poetic language became between-morbid place of affirmation of black men and women, in Carapajó, Cametá-Pa. Therefore, the problem around which this text walks is to answer the following question: how did black subjects overcome stigmas, prejudices and began to carve out for themselves an affirmative existence, from the Marierrê ritual? The objectives that guided our research helped us to have a better defined view of our object, such as: to describe oral, gestural, symbolic/poetic musical languages that are developed during the Marierrê ritual, in the sense of a new way of being quilombola black; to reveal what is symbolic, poetic and political in the Afro-religious cultural rite Marierrê, as well as this rite manifests itself in the sense of the social affirmation of the Quilombola people; to base our understanding on the theories behind racism in the world and in Brazil, to fine tune our poetic conversation in order to deconstruct scientific, hegemonic and ethnocentric discourse on human races/ethnicities, which gave rise to racism, especially against black people, and the myth of the superiority of the white people, understand how Marierrê reflects the empowerment of black communities in a ritual that reflects the beauty, intelligence, courage and importance of Afro-Brazilian men and women for the history of social, cultural and religious resistance of this country. To this end, the path taken was that of ethnography, in the bulge from which we were to glimpse, hear, feel – in the rite, in the singing, in the dance, in the playing of the instruments – the happening of the quilombola poetics, the symbology of marierrê and how they produce affirmation of new black men and women. In the field of research, in the name of the finest ethnography and the construction of the most plausible rhizome, we allow ourselves to (re)contaminate ourselves by songs, rhythms, dances and rites that re-praise the most sacred in life: the liberation of the currents of non-being and the affirmation of the human being. The analyses performed are of the historical and dialectical type, which seek to see the root and importance of this Afro-cultural-religious manifestation for the affirmation of the new black being in the quilombola community of Carapajó, in the context of memory, ancestry, resistance, the affirmation of Afro-Brazilian history and culture, previously suffocated by the action of the state. Important theorists of ethnic-racial relations contributed to this conversation, such as Todorov (1993), Skidmore (1976), Neuza Santos (1983), Frantz Fanon (2008) and Paul Gilroy (2001); celebrated authors of Black Literature and the poetic field such as Sergio Alberto Alves (2008), Edison Carneiro (1964), Castro Alves and Ana Maria Gonçalves (2006); and as a theoretical-methodological contribution, we anchored ourselves in Camarrof (2010) and Angrosino (2009); authors who guided us along the paths of ethnography. It was found that the Marierrê, in the observed quilombola community, produces a poetics that subverts racist ideologies, religious rites and conceptions about the black being that can reverberate from there and resonate in today's society, in a strategy of resistance and affirmation in which intelligence is the central symbol.

The present study, entitled: Educação e Diversidade Cultural: um estudo a partir da prática docente na Escola Municipal de Educação Infantil e Fundamental Jovina Machado dos Santos, Cametá-Pará,, is part of the Programa de Pós-Graduação em Educação e Cultura (PPGEDUC) da UFPA-Cametá, related to the Research Line: Educação, Cultura e Linguagens, aims to reflect on the possibilities and challenges of the educational process from the relationship with cultural diversity , aiming to investigate how the aspects of cultural diversity are presented in the school context with regard to teaching practice and to understand and explain the directions that the teaching practice presents when considering the cultural diversity present in the classroom. Methodologically this work used bibliographic analysis, as well as a field research through records through observation and interviews, characterized as a qualitative approach, which in turn allowed a closer coexistence between the researcher and research subjects (director, pedagogical coordinator, teachers and students). Its theoretical support is the studies of LARAIA (2006) with reflections on the concept of Culture; COELHO & COELHO (2008) and PAPIS & MARTINS (2014) discussing cultural diversity and education; CANDAU (1988), FELDMANN (2009) and FREIRE (1996) contributing to the reflection on teaching practice, in addition to other studies notably important for the development of this work, whose theme is intertwined in the school routine and configures the educational reality of the main subjects of a classroom. The results of the research indicate that the teacher recognizes the importance of discussions about the relationship of education and cultural diversity with regard to the respect and appreciation of the second theme in the planning of their practice, also notes that the teacher, even with so many challenges, seeks to perform a teaching practice that involves, values and awakens respect among students based on the diversity they represent. Moreover, there is a great work aimed at minimizing attitudes that express prejudice and discrimination of religion, ethnicity and other aspects that make subjects as different individuals. 

The research entitled “CHILD LABOR: contradictions between the time of studying and childhood and the time of working - when work does not allow full training” presents reflections on the entry of children in child labor and the possible limitations of the school process , considering the constitution of learning and school performance. The research objectives are divided into: General Objective - to analyze child labor within the contradictions between capital and work, and their impact on the schooling times of children from a public school in the city of Cametá, considering the study times, from childhood work and times and Specific Objectives - to identify the forms of child labor developed by students; understand the implications of the forms of child labor developed by students for schooling processes with regard to school learning, considering the times of childhood and times of work; understand the correlation of child labor with students' school performance, in terms of attendance, pass, fail, repetition, dropout and transfer, considering the times of childhood and times of work. The theoretical framework was constituted by the conceptions of work and metamorphoses of the world of work defended by Braverman (1977), Engels (1977) and Marx (1980a, 1980b); work as an educational principle highlighted by Gramsci (1988), Saviani (2007), Pistrak (2011) and Makarenko (1981); child labor emphasized by Fernandes and Mendonça (1999), Araujo (2003), Liberati and Dias (2006), Faleiros and Faleiros (2008), Souza (2014) Arroyo (2015) and the ILO (2001, 2016); of childhood emphasized by Ariès (1986) and Kramer (2006); and Vygotsky's conception of learning (1987). This study is part of the qualitative approach. The data collection techniques used were observation, document analysis and semi-structured interviews. The research subjects consist of five students from the 5th grade class “C” of the selected school who are or are not in child labor, three teachers from the 5th grade classes “A”, “B” and “C”, and three parents or guardians of students. The work is structured in five sections, giving concreteness to the objectives previously established in the research, including the analysis of the problem. Through theoretical discussions with the analysis of empirical research, some conclusions were reached: Child labor deprives children of food in the family context due to their social conditions of existence, and the lack of school meals impacts both students and negatively in learning and school performance. Child labor is understood by the research subjects as time of life production, as family help and as a molder of character, insofar as these are forms of survival, life guarantee, something normal and commonplace, which prevents idleness, crime and serves as a preparation for adult life; however, they are dominant values not perceived by families, which end up reproducing child labor as a way of preventing social ills and overcoming poverty. Thus, they are degrading, painful activities, which exclude children socially, as they reduce school time, precarious childhood as training time, limit school learning and cause delay in school performance, verified in indicators such as frequency, approval, failure, repetition and school dropout. Contradictorily, there are children who, despite the precarious social conditions of existence, go on mediating because of the family too, and manage to be at school, study and work, acquire knowledge and experience part of childhood, however, these are times of study and childhood, which are reduced, and success in the learning process and school performance during the school year, are hampered, in which children fail or drop out of school, due to the time dedicated to child labor.

This dissertation entitled “THE PEDAGOGICAL PRACTICES OF TEACHERS AND THE IMPLICATIONS OF THE INNOVATIVE HIGH SCHOOL PROGRAM/ YOUNG FOR THE FUTURE IN THE MIDLLE SCHOOL OF THE MUNICIPALITY OF CAMETÁ/PARÁ”, it problematizes the effects of the Ensino Médio Inovador/ Future Youth Program in the pedagogical practices of teachers. In this sense, it intends to analyze the effects of the High School Innovative / Future Youth Program in the pedagogical practices of teachers of the Abraão Simão Jatene State High School/ Cametá-Pará in the period 2012- 2014. The methodology addressed studies of methodological and theoretical references. The methodological references based on the qualitative approach of the case study type. Data collection instruments were: semi-structured interviews with 9 education professionals (school director, pedagogical coordinator and teachers) and documentary research (laws, norms, reports, notebooks, etc.). The analysis of the data will be embodied in dialectical historical materialism from the categories contradiction, totality, mediation. The theoretical framework is based on the following authors: Freire (1979; 1977; 1983; 1996; 2000; 2003; 2014), Saviani (1985; 2003; 2004; 2005; 2007; 2008; 2010; 2011), Giddens (2001a; 2001b; 2007), Bresser Pereira (1997; 2001; 2006; 2017), Peroni (2006; 2008; 2009), Ilma Veiga (1989), among others. The research revealed that the pedagogical practice, on the philosophical plane, can be based on creative praxis or imitative praxis based on Praxis and (Neo)pragmatism, respectively. The projects that compete for strength in the context of High School have evidenced the pedagogical practice based on imitative praxis as is the case of Pedagogy of Competences; and also showed the pedagogical practice based on creative praxis, according to the educational proposal of Integrated High School. These projects, based on public-private partnerships, such as ProEMI / JF, imposed on pedagogical practice: methodological models, results requirements, student training profile, etc. The research pointed out that the implementation of ProEMI / JF in the school had implications: subjective, political-pedagogical, organizational management and financing. The subjective implication is presented in three indicators: pedagogical flexibility, informal non-adherence and the lack of understanding of ProEMI/JF. We characterize the political-pedagogical implication in the indicators as: pedagogical heteronomy of the school unit; unification of the pedagogical conception; individual responsibility; reinforcement of the subordination of curricular content to the requirements (competencies and abilities) of ENEM and alignment with the objective of training young people, based on the idea of Youth Protagonism. In the organizational management implication, we highlight: the regulation of pedagogical practice by the model of managerial management and for results. The implication of the funding, on the other hand, highlighted teaching materials and good infrastructure as central elements for better pedagogical practice and the quality of teaching, in the view of teachers and other school subjects. Dialectically, the teachers’ pedagogical practices produced and reproduced the imitative practice in the subjectivity and objectivity of the partnership. In the pedagogical practice of teachers, there was a concern related to the utilitarian technical-didactic field that did not advance to a technical-didactic and critical-reflexive field. We understand that if the criticisms and attitudes of “resistance” were matured and strengthened by the Program’s ethical-political and critical knowledge, we would be in the movement of ascending from criticism of appearance to criticism of essence. In this movement, we believe that a project for teacher training based on the perspective of creative praxis would enable counter-hegemonic mediations in the school space.

This research, which is part of the debates on continuing teacher education, has the general objective of analyzing the relationship between continuing education through the National Pact for Literacy at the Right Age (PNAIC) and school guidelines on large-scale assessments that make up the Basic Education Development Index (IDEB). Methodologically this research was supported by the qualitative approach, using the following techniques of data collection: the semi-structured interview and the documentary analysis. A possible dialogue of data analysis was established, supported by the theoretical-methodological framework of Historical Dialectical Materialism, insofar as the principles of analysis are guided by totality and contradiction and mediation as mechanisms used to think about the investigated phenomenon. As subjects informing the research, we selected teachers who work in the literacy cycle, corresponding to the 1st, 2nd and 3rd years of elementary school of a public school located at the headquarters of the municipality of Cametá/PA and who were participants in the PNAIC continuing education, and also the professors of studies and coordinator of PNAIC/SEMED in the years 2013 to 2016. The theoretical contribution has the contribution of the authors: Afonso (2007; 2009), Brzezinski (2008, 2014), Cabral Neto (2012), Contreras (2002), Dickel (2012), Esteban (2012), Freitas (2003, 2007), Gatti (2008), Imbernón (2010), Krawczyk (2008), Maués and Camargo (2012), Micarello (2015), Nóvoa (2013a; 2013b), Saviani (2007), Shiroma and Evangelista (2015), and others who study, research and problematize policies for continuing teacher education and educational assessment. The results of the research showed that continued teacher training and educational evaluation on a large scale are closely related, coordinated to promote the quality of education by raising educational results, since with the creation of IDEB, evaluation strategies tend to shape the work of teachers in several aspects, including the student’s performance. In this logic, continuing teacher education through the PNAIC focused on teaching practice, justifying itself as an element of teaching and learning for literacy and literacy of children in the first three years of elementary school, but although efforts have been made in this direction, PNAIC also served to guide the pedagogical and evaluative practices of literacy teachers, based on “know-how” and focused more on the fulfillment of educational goals than on improving the teaching/learning process in this initial stage of schooling. Thus, the quality of education intended by the program that has served as a broad official justification is linked to the neoliberal reformist logic and can be measured, based on the parameters established internationally and measured by external and large-scale evaluations, and which considers literacy as an element. Finally, the quality endorsed by IDEB with a strong relationship with the policy of continuing education at PNAIC is a consequence of the regulatory and evaluative principles, characteristic of the neoliberal managerialist state.

The school's performance has always been the target of criticism and, no doubt, consensus is far from occurring. Thinking about the education that children receive at school, from reading the works of humanist authors such as Rogers, Weil, Crema and Leloup, reveals that educational practices have been guided today, by a very limited anthropology of the human being. A vision that reduces you to, at most, an intelligence; to an object that can be molded according to the norms and habits arising from the established culture. These thinkers allow questions such as: What are the impasses experienced by contemporary education? Where do the difficulties of education come from? How are children being educated? What kind of subjectivity is formed by the school? After all, does the school educate or doctrine? Are there other paths? Is an education possible that considers the human being in a more comprehensive way? What would a fully developed human being look like? The problem with this research is to answer what other paths teachers can take to enable other forms of human existence, which can favor the appearance of opportunities that challenge the human being to advance beyond the superficial layer that he uses as a reference of intelligence and wisdom, which have they been established through instituted and socially acceptable discourses that underlie current thinking and, for this reason, induce repetition of theories? It is a qualitative approach, in which the methodological procedure took place through bibliographic research, based on the theories of Rogers, Weil, Crema and Leloup. The investigative path was based on other authors that complement the thinking of the main authors of the research, among them, Alves (2001), Berger and Lukmann (2004), Foucault (2005, 2012), Fromm (1977), Husserl (1989, 1992), Illich (1985), Krishnamurti (1994), Morin (2003), Nietzsche (2003) and Sousa Santos (2008). The reflections from the studied authors reveal that the paradigm that underlies the school's educational practices lately, can hardly lead the human being to develop fully, including all its dimensions. We criticize the traditional methods of educating and the contemporary human being's way of existing. We point out other anthropologies, through which the school institution is challenged to implement a pedagogical practice, in a certain revolutionary sense, by breaking with the paradigm of separativeness that underlies the traditional school system, in order to rescue a less fragmented view of the human being. An integrative pedagogical action between what is positive about the current educational activity and the broader view of human development. A proposal whose core is to free the student from the bonds of a system that suppresses his originality. Therefore, we consider that there are other possibilities for the school to develop a pedagogical performance, favoring paths for the full development of the student. We believe that we can approach this reality, through school practice that values the student's uniqueness, potential and ability to be guided by his internal indications, which leads him to other ways of experiencing the world, enjoying his freedom and autonomy to exceed the limits of the instituted.

This study aims to understand the context of formation and transformation of the African neighborhood in the municipality of Igarapé / PA, aiming to understand its economic, political and cultural importance for the municipality, trying to bring to the fore the protagonism of black women, children, young people and adults, their life trajectories, their daily reinventions, cultural knowledge and practices. In order to do so, it is proposed to approach the emergence of the neighborhood of Africa, seeking to understand this neighborhood as a small community formed in the central part of the headquarters of said municipality, composed of descendants of blacks, who migrated from the rural area, mainly the Anapuzinho River region, to the urban area in search of better living conditions, constituting a black neighborhood in the city of Igarapé-Miri. In order to fulfill the objectives of the research, we used as theoretical-methodological contributions analysis of works by authors such as: PORTELLI (1997) THOMPSON (1998) PINTO (2012), NONATO (2002) ABRAMOVAY and CAMARANO (1999), CAMPELO, JESUS, GOD, 2014) ANTICO (1997), CERTEAU (2002) ANTONACCI, (2013), and others. In the same way, field research is carried out through participant observation, with the aid of Oral History, through semistructured interviews, oral reports and life histories, plus written, imagery sources (photographs, maps, engravings) from the perspective to study the context of formation of this neighborhood, trying to understand how its inhabitants were important in the historical, cultural and economic formation of the city of Igarapé-Miri. Taking into consideration the transformations that this neighborhood and these individuals have been passing along their historical trajectory. Preliminary data from the research point to important elements of the African neighborhood, presenting life histories, daily experiences, forms of work, traditional knowledge, religiosity and cultural practices, showing a neighborhood that exists beyond the geographic space, built in the memories of men and women.

Fabulation and becoming-woman move the connection between art, gender, and Education devised in this text-rhizome woven by plateaus. These are the cartographic body fabled in multiple recesses to the art-literature of Clarice Lispector, through which images of social representations of “being a woman” introduced by patriarchy and reinforced by conservative traditions in Education are stretched, and a multiple education is examined among the to manage political and poetic art-literature as a power of creation. Minor art. Escape lines to the dominant system in Education. This cartographic research takes place through the philosophy of Difference by Deleuze and Guattari. Our theoretical path confluences with feminist studies, such as those of Beauvoir, Butler, Rago, plotting philosophical and literary approaches in the interstices of Clarice art, fabulating to become and multiple directions to Education. In the plateaus, we reterritorialize the processes of existence though the lines of escape from patriarchy through becoming-women, becoming-animals, becoming-grotto and, the grotesque, reterritories disrupt representation and they are born as the power of Difference in education. To reverberate with Stigger, screams, and convulsions of political bodies in their drifts and delusions. We questioned the patriarchal oppression in the female body. Freedom arts organized in Education as possibilities to explain other ways of becoming-woman with Clarice. 

This text is the result of an Academic Master's Degree research of the Graduate Program in Education and Culture - PPGEDUC/UFPA, whose object of study was the process of organization and participation of the social being working woman in the interior of the actions of the syndicate. The aim of the research was to analyze the participation of the working woman farmer, in order to characterize her as a social being based on her achievements in the organization of the union movement. Methodologically, the production was guided by the qualitative approach, using data collection techniques, such as literature review and documentary analysis. The analytical perspective of the collected material was subsidized by a theoretical-methodological framework capable of problematizing the object of study and the political and social context in which it is inserted, through the use of some of the categories of historical materialism and dialectic, namely: mediation, totality and contradiction. The theoretical contributions that guided the study are based, among others, in Gohn (2011); Demo (1988); Grzybowski (1987); Marx and Engels (2005; 1975); Frigotto (2008); Silva (2008,); Aquime (2018); Swan (2018) and others. The results of the research are explained by the review of the literature from which it is understood that the historical project of capitalist societies that made the hegemonic elitist class, antagonistically, produced numerous struggles and resistances, contributing decisively for the organization of different socio-political movements, including political parties, trade unions, diverse associations, potentially capable of building clashes for the oppressions of one class over the other, of groups on others and gender equality. In this context, the Syndicate of Workers and Rural Workers plays an important role as a collective space in ensuring the legal rights of rural workers, because the state government is the main financier and regulator of policies, including, the peoples of the field. The documents analyzed revealed that STTR/Cametá is linked to contag and reflects the positions that are nationally taken in proposing greater participation of workers in targeting and decision-making in trade unionism, including equal conditions in the executive boards since the discussion that ensured the quota system in 30% of the positions for unionized women to the current configuration of parity between men and women in these positions, which means progressive appreciation of the female figure in the different administrative spaces. It was also evidenced by the research that among the achievements of rural workers in this entity are mentioned: sickness aid, maternity aid and death pension, as well as income projects under the technical assistance of organs such as FETAGRI and SAGRI. Finally, the study revealed that rural workers associated with STTR/Cametá also have a limited participation in this entity, while this limited female participation constitutes a condition of Being Social, potentially capable of emancipation and citizen constitution for a fair and egalitarian society project.

This Master's study entitled “Intellectual emancipation and the defense of the public school”, has important reflections and theoretical questions about education and the public school, focusing on the concept of “intellectual emancipation” present in Jacques Rancière's educational thought in the work The Ignorant Master of Jacques Rancière (2010), in articulation with the concept of “school language” developed by Masschelein and Siomons (2017). These concepts are necessary to think the public school to another level and think directions for the intellectual emancipation and the inventiveness of the school learner. The research methodology is configured as a theoretical study of bibliographic nature, based on the approach of the theme with deepening in the studied authors: Rancière (2010), Larrosa (2017), Masschelein and Simons (2017), Walter Kohan (2013), Esteban (2001), Skliar (2014), Signorini (1998) among others who dialogue with the theme in question. The text transits in this educational environment where the public school is often questioned and condemned for being a “normalizing machinery”, where intellectual emancipation and inventiveness resonate little due to the historical mechanicism of knowledge and the centrality of the master's figure as the conductor of teaching. However, it is necessary to remove the school from this normalizing level and return it to its emancipating and inventive potential. The study concludes that the freedom of learning enhances the intellectual autonomy of educators, being able to overflow knowledge and creativity and displace conventional teaching methods. We can seek new directions for school education, enhance and enhance the public school, question our practices and methods, experience an education as a way to collective emancipation, strengthened in friendship and the inventiveness of learning.

This paper analyzes the processes of implantation, training and organization of rural workers from the São Vicente and Ponta Grossa Colonies Agricultural Lands project, at Carapajó community, in Cametá (Pará, Amazon, Brazil). This project was one of the social activities carried out by the Prelature of Cameta between the 1970s and 1980s. It had the priest Johannes Gerardus Boonekamp as its main creator. The research problem is linked to the understanding of how the participation of rural workers in the implementation of Agricultural Lands took place, the socio-political engagement of these subjects and the relationship between work and education in the rural context. In order to have the answers to this problem, the following specific objectives were proposed: to investigate in which context, social and ecclesial, the Agricultural Lands project arose, as well as its purposes and objectives; to verify how it was implemented, the training practices and the workers' organization; and identify the ruptures and permanences of the Agricultural Lands project. Considering this agricultural experience as part of a process that contributed to the formation and organization of rural workers in Cametá region, this research adopted Oral History as a methodology and qualitative research as a method. Also, as part of the methodological procedure, we conducted research in the archives of Diocese of Cametá and field visits in order to establish contact with people from Carapajó community and to conduct Oral History interviews. These interviews were guided by a script of questions and were conducted with subjects that were part of this project, as well as with other people who witnessed or experienced this agricultural experience, totaling eighteen people contacted. The project involving São Vicente and Ponta Grossa colonies can be considered a pioneering agricultural experience in the lower Tocantins region, both for access to land and the financing method. This research allowed us, therefore, to verify in what context this project was developed, and how the training process developed by Prelature of Cametá took place; but also to identify ruptures and permanences of this agricultural experience, to understand the historical course of rural workers of Carapajó community and, above all, to give visibility to these rural social subjects, who fought for the overcoming of social relations of exclusion.

Heidegger (1889-1976), a German philosopher, had long thought of the danger that could befall mankind. Even because, within his existential analytic, the greatest danger lay in the forgetting of being. He witnessed both the First and Second World Wars that plagued 20th century Europe. Heidegger warned of the predictability of a time when the technique could dominate the planet. He later emphasized this thought from the relation he made between the atomic age and how to be present in the modern world of technology. In The Question of Technique (1953) the German philosopher pronounces the questioning of technique in the possibility of preparing a free relation with it. The technique implies a constant and visible destiny that affects everything, controls and plans. This determination led Heidegger to choose the term Gestell as a clash between man and nature, as the fate of something very close in the sense of human exploitation, the installation of something that produces and consumes. In his constant preoccupation with the future of humanity he perceived the state in which the human being found himself and what could happen if he did not awaken to a dis-cover. Its existence is at stake if it does not know how to revert to the situation that controls it and submits to a dominant and calculating "service" of the technique in the contemporaneity. How is human being becoming the era of technique? This question is pressing because the networks of information create the idea of a true world, permeated by a pure and unquestionable truth and that determines the way of acting and thinking of contemporary man. Given this question, how can we understand the events that have transformed the conceptions of the human being? At the same time it is possible to meditate in order to understand what is happening in the world. Heidegger was a philosopher and "poet of being", professor and dean of the University of Freiburg. Discussed in his meetings and conferences themes that contributed to human education and training. In Heidegger we can find a critical way of viewing education as imposed and planned standardization and technical framework as instruction, as well as a standardization of teaching and a pedagogy that intervenes not as liberating practice. Thus, the research brings as a guiding element of the problem the phenomenological hermeneutics and texts of Heidegger. In addition to Inwood (2004), Schneider (2005), Loparic (1996), Vatimo (1996), Rüdiger (2014), Hermann (2002), Kahlmeyer-Mertens (2008) and Hodge (2015).

The present study deals with the way in which the Integrated High School (EMI), through the State Department of Education of Pará (SEDUC-PA), in the municipality of Cametá (PA), Brazil, has materialized in the school. this Secretariat, from 2008, with the creation of the Network of Technological Schools of Pará, implemented this form of provision of High School to the youth of Pará. The locus of this research is the Integrated Center of Education of Baixo Tocantins in Cametá, a school that integrates said network. It discusses and theorizes about the process of implementation and implementation of a Public Policy for Secondary Education, which was proposed revolutionary, but which, effectively, was not, evidencing its limits and contradictions. This imposed on us to rescue the way the Brazilian State has conceived the Public Educational Policies, which is done in the first two chapters of this work. The first one, entitled “State, Public Policies and Education in Brazil: advances and ruptures in the difficult consolidation of an identity”, is based on Carnoy (1986), Marx (1973), Mészáros (2008), Ciavatta (2005), Frigotto (2003), Ramos (2005), Haddad (2008), Machado (2007), Araujo (2010), Araujo and Rodrigues (2011), Azevedo (2001), Gramsci 2011), Wood (2001), Paro (2008), Saviani (2008, 2011, 2014); and the second chapter, entitled “Integrated Secondary Education in Brazil: Historicizing and Identifying Principles, Bases and Contradictions”, supported by Freitag (1986), Gramsci (2001), Carcanholo (2011), Saviani (1987, 2006), Kuenzer (2007), Frigotto, Ciavatta and Ramos (2003, 2005a, 2005b, 2009), Ciavatta (2012, 2015), Ramos (2005, 2011, 2014), Saviani (2014), Moura (2005, 2009), Haddad (2008), Harvey (2005), we identify how the relations between notions of State, Public Policies and Education in Brazil and how the movements that underpin the Educational Policy for EMI in Brazil have been configured. It is a research carried out under the methodological contribution of the historical-dialectical materialism (MARX, 2010; MARX; ENGELS, 2007; KOSIK, 1976; RAMOS, 2011; CIAVATTA, 2009), with a semi-structured interview (TRIVIÑOS, 1987), associated with content analysis (BARDIN, 2011; FRANCO, 2012). This course was considered necessary to understand the contradictions revealed by the voices of Management Agents (AGs) who actively participated in the EMI implementation, implementation and implementation processes, SEDUC-PA and CIEBT. It is the voices of the AGs, in the third chapter, that confirm our hypothesis: that the state of Pará was successful in the process of implementing EMI as a public policy, through the establishment of the EETEPAs Network, based on a theoretical framework and legal foundation that sustain its existence. However, it does not come guaranteeing the material, physical-structural and pedagogical conditions for this policy to be implemented in the daily practice of the network’s schools, especially with regard to the integration between Professional Education and Secondary Education. On the other hand, even if the integration process is not satisfactorily noticed by the subjects interviewed, the establishment of the EETEPAs Network is still an advance in the process of management of Professional Education in the State. These revelations appear in the third chapter, entitled “The implementation of the Network of Schools of Technological Education of Pará and the implementation of EMI in CIEBT: the implementation of a Public Policy in Education in Pará.” Here we begin by differentiating the meanings of the terms implantation and implementation, a phenomenon of the Portuguese language called paronimia: words similar in pronunciation and writing, but different in meaning. The confrontation between the prescribed (implantation) and the materialized (implementation), brought by the voices of the GAs, reveals great contradictions, among them: a) education managers, when proposing the construction of counter-hegemonic education projects, need to be safe of the changes they propose, at the risk of failing to achieve their proposals; b) The capitalist state, a classist state, deliberately does not invest in public education in the polytechnical perspective, which is capable of training workers in multiple dimensions: intellectual, corporeal and technical, especially when neoliberal governments establish themselves, as at present, where the resources for public policies are scarce and where there is a clear orientation of submission of the human formation to the precepts of market; c) the Instability of a staff of effective staff in the technical base is one of the most limiting factors, and that make difficult the pedagogical work with success in the EETEPAs, this factor and its implications are brought in this research; and d) Political interference in network schools: the previous problem (non-tendering for technicallevel teachers) gives rise to another factor, which directly interferes with the teaching quality of the EETEPAs: the indication of hiring by political sponsorship. Local political groups directly interfere in this direction. The political leaders see the Technology Schools as a space where there is a possibility of temporary contracting, this is a reason for the great dispute for the indication of the directions of these institutions, this has been happening since the year of the creation of the EETEPAs in 2008, passing through different governments . In the end, we reaffirm, however, that the constitution of the EETEPAs network was a milestone in the management process of Vocational Education in Pará, and has recognition of the society and involvement of a set of servers in its daily life. There is still a lot to walk, assessing the experiences, improving them, filling their gaps and projecting a future of dignity for the youth of Pará, for education, in the perspective of integral formation.

O presente trabalho trata da constituição da identidade de mulher negra na comunidade remanescente do quilombo de São Benedito do Vizeu. Este objetiva saber, como essas remanescentes desse quilombo no município Mocajuba-Para formam sua identidade nas atividades laborais associadas aos saberes do trabalho numa materialidade histórica da vida junto a classe trabalhadora. A pesquisa toma como base o método materialismo histórico- dialético diante das contradições e mediações a partir do princípio da totalidade. Destaca-se ainda uma abordagem de base qualitativa com a entrevista semiestruturada, associada a análise de conteúdo para entender que as vozes e memórias dessas mulheres narram constituição de identidade na relação com o mundo do trabalho. Nesse viés metodológico partimos de autores como Marx (2010), Marx e Engels (2007), Thompson (1981), Schwartz (2003), Tiriba (2009), Rodrigues (2012), Pinto (2012), Davis (1987), Beauvoir (1985), Saviani (1997), Mead (1999), Aquime (2018), Santos (2003), Antunes (2010), Hirata (2015), Saffioti (1987), Bogo (2009), Dubar (2009) dentre outros que buscam os caminhos dessas discussões. Nisso a pesquisa concluiu que as mulheres negras dessa comunidade revelam uma identidade que se dá no antagonismo entre capital e trabalho e a medida que o trabalho dessas mulheres dado a intensificação das necessidades de sobrevivência materializam-se nas diversas atividade em que essas a vida toda participam cria-se um produto do trabalho dela é alienado. Nisso, as narrativas não apresentam somente o trabalho com essa relação antológica do ser humano, onde observamos uma singularidade da identidade dessas mulheres, pois elas dominam a totalidade do processo produtivo, mas, contraditoriamente, esse processo se mostra estranho ao resultado da produção. Diante das análises entendemos também uma identidade polivalente dessas mulheres negras, resultante do modo de produção capitalista, que não lhes garante as condições básicas de existência. Elas dominam um conjunto de ofícios para atender às necessidades e ao mercado, mesmo porque estão vinculadas a um processo de exploração que se liga a uma tripla jornada entre o saber profissional, o saber laboral e o saber do lar. Ou seja, essa mulher acumula saberes e se identifica por meio deles entre eles ainda encontramos uma identidade de resistência que se representa no tempo do trabalho e nos mutirões contrapondo a lógica do capital.

This study has been investigated the strategies of the rural region of Torrão-Mupi built to have access to education. In this way, we analyze the life and schooling trajectories of different narrators, highlighting their personal, collective, and professional experiences, emphasizing material and non - material barriers, as well as the processes of overcoming the search for education. The methodological approach that followed was based on the concepts of Oral History, for which we listened to the narrators and adopted this qualitative approach, since it tends to provide a broader view both of the people who participate in this process and of the space where the are inserted. The interviews were guided by a semi-structured questionnaire. From the analysis of the open and closed interviews, the research concludes that the material question of the students of the Torrão-Mupi community seems to be the main barrier, because the material barrier is indeed fulfilled in the different life histories. But the struggle, the arduous waiting times that rely on the help of hands that appeared along the path of higher education, is also to overcome this social and economic condition in which they find themselves. The way in which race relations are found in the community is based on its own structuring process, in the absence of public policies of the State, in the daily relations that face prejudice and racial discrimination, especially when leaving the community and entering other spaces historically in white. The research is based on the theoretical contributions of authors such as Salles (2004); Schwarcz (2012); Minayo (2001); Thompson (1992); Ferreira and Amado (2006) and Chimamanda ((2009). Thus, the racial and economic question is found in the life histories of the residents of the black community Torrão-Mupi. But the strategies that have been observed in the support networks constituted by the families, community and the university itself by the Affirmative Actions have cherished and realized dreams.

La investigación analiza las implicaciones derivadas del uso de dispositivos móviles en las escuelas públicas de enseñanza media en el municipio de Cametá/PA y las posibles mediaciones resultantes de este uso. El objetivo principal es el de identificar de qué forma los profesores y los alumnos usaban el celular en el contexto de las escuelas públicas y sus efectos en el proceso educativo, como la percepción que los actores tienen sobre la inserción de esa tecnología móvil en la escuela, para analizar los cambios ocurridos en la relación espacio/tiempo en el cotidiano de las escuelas estatales. Para el análisis de las tecnologías digitales móviles en el contexto de la sociedad capitalista y las contradicciones surgidas de ese proceso se adopta el referencial teórico marxista tomando como base Marx, Vieira Pinto, Mészáros y otros autores que discuten en la misma perspectiva. Los análisis de los datos son referenciados por el materialismo histórico-dialéctico por permitir conocer y comprender en su totalidad concreta los movimientos complejos y contradictorios que rigen el objeto en estudio. Las particularidades de la inserción de las tecnologías digitales móviles en el contexto de las escuelas públicas de enseñanza media en el Municipio de Cametá/PA son presentadas y analizadas por medio de instrumentos de recolección de datos utilizando una entrevista semiestructurada con profesores y la aplicación de cuestionarios con alumnos. Los análisis evidencian que el acceso a las tecnologías digitales móviles en las escuelas estatales están siendo proporcionados más por el esfuerzo de los alumnos que tienen la posesión de los aparatos que propiamente por la esfera pública, ya que los alumnos y profesores, quienes por innumerables veces, por no tener acceso a tecnologías digitales de calidad en la escuela, son "Obligados" a utilizar sus propias tecnologías y a comprar el servicio de internet su para uso en las actividades escolares. En cuanto al uso del aparato celular en la escuela se infiere una convergencia en un doble sentido (personal y pedagógica) y retroceso en desdoblamientos favorables y, al mismo tiempo, desfavorables a la enseñanza, el aprendizaje, la construcción del conocimiento, la práctica docente y las relaciones tejidas en el ambiente escolar, confirmando la ambivalencia de los recursos tecnológicos en la educación. Desde el punto de vista de la inserción de la tecnología móvil personal en el ambiente educativo, se evidencia que hay una relación tensa y mal resuelta cuando se trata de la presencia del celular en la escuela, pues no hay consenso en las opiniones, sobre la la apropiación o prohibición de la tecnología, por los sujetos. En el ámbito de las relaciones/espacio/tiempo desarrolladas a través de las tecnologías digitales móviles en la escuela se constató que, por un lado, está la construcción de una “nueva” dinámica escolar que influye en la forma de comunicación y en la relación profesor-alumno, alumno-profesor y demás categorías profesionales que componen el núcleo escolar, pero, por otro, (in)visibilizan, por las positividades enfatizadas, otras relaciones tejidas en el espacio/tiempo virtual/real relacionada, especialmente al trabajo docente. En medio de esa relación tensa, se observa que, aunque este uso es delineado a partir de la lógica económica, los sujetos vienen buscando tejer mediaciones en el sentido de planificar y orientar las acciones desarrolladas con la ayuda de la tecnología junto a los sujetos. 

O presente estudo, intitulado “A PRÉ-ESCOLA NO CONTEXTO DA DITADURA MILITAR, MUNICÍPIO DE CAMETÁ – PARÁ: MEMÓRIAS DO TRABALHO DOCENTE E PRÁTICA PEDAGÓGICA”, realizado no Programa de Pós-Graduação em Educação e Cultura – PPGEDUC, na linha de pesquisa Educação, Cultura e Linguagem, trata, a partir de relatos orais de seis professoras que vivenciaram a pré-escola no contexto da ditadura militar em Cametá, no Pará, das práticas didáticopedagógicas presentes no cotidiano da experiência do pré-escolar no período de 1970 a 1985. Neste contexto, apontamos como problema de pesquisa: Em que medida as ações didático-pedagógicas na educação pré-escolar se contrapunham a uma formação voltada para a manutenção da ordem e em que medida a mantinham, tomando o pressuposto de uma formação integral e emancipadora do ser social infantil? Visando a responder a tal inquietação, objetivamos, de modo geral, analisar como docentes cametaenses realizavam suas práticas pedagógicas junto às crianças da pré-escola, no sentido de compreender analiticamente se estas mantinham ou se contrapunham à ordem, em um contexto marcado por um autoritarismo expressivo dos militares quanto à manutenção da ideologia da segurança nacional, além de se estar em um período da história brasileira pautado na perspectiva desenvolvimentista, para a qual o investimento no capital humano era uma tônica. De modo específico, consideramos importante: (i) compreender a implantação desta etapa de educação voltada para o público infantil cametaense, visto que, até então, esta educação destinada às crianças menores de sete anos não representava prioridade no contexto nacional durante o período militar, que perdurou até o ano de 1985; (ii) descrever os espaços de acolhimento nesse período no município de Cametá e as condições que apresentavam para garantir o acontecer do processo ensino-aprendizagem, buscando averiguar se as escolas atendiam, no mesmo espaço, a crianças advindas de condições sociais distintas; (iii) analisar a relação entre professor e aluno, no interior de práticas pedagógicas, no sentido de compreender se essa relação se concretizava mediante um formalismo institucional ou extrapolava para uma dimensão mais voltada para o campo da afetividade, em um contexto de ditadura. Para tanto, buscou-se apoio teóricometodológico em autores como Bosi (1987), Bergson (1990), Contreras (2002), Tardif (2002), Lessard (2005), Sarmento (1997), Rocha (1989), Germano (2005), Silva (1990), dentre outros. Em acréscimo ao estudo das obras de tais autores, realizou-se a pesquisa de campo, mediante diálogos informais e entrevistas com professoras, considerando seus espaços de trabalho no contexto da ditadura, em termos de práticas pedagógicas com a pré-escola, além da análise de documentos, tais como a Lei nº 5.692/1971. Trata-se de uma pesquisa qualitativa, uma vez que considera o contexto sociopolítico-econômico e cultural vivido pelos docentes da educação pré-escolar, pressupondo a descrição dos dados desse contexto, interligando-os com aspectos mais amplos da história nacional e internacional, dentro da lógica societária. A pesquisa apresenta como resultados que: o Estado militar dispunha o espaço físico, mesmo sendo este não pensado e apropriado para que as crianças da pré-escola estabelecessem relação com o conhecimento formal, viabilizando a remuneração dos professores, porém não canalizando verba para as demais necessidades que a educação da criança pequena exigia naquele contexto, repassando assim tal compromisso e dever para a comunidade, o que caracteriza uma condição privatista de educação. Também constatamos que as práticas pedagógicas reproduziam a concepção de educação que tinha como princípio o disciplinamento do corpo; a “necessidade” do ensinar a ler e escrever, sobrepondo-se ao tempo do brincar; infere-se que a educação das crianças da pré-escola em Cametá, durante o período estudado, distanciava-se de uma perspectiva de educação emancipadora, uma vez que o fervor do patriotismo se fazia de inspiração e direção nas práticas educativas desempenhadas na sala de aula. Constatou-se ainda que o trabalho com o lúdico assumia um distanciamento em relação a uma formação crítica, embora se constituísse, contraditoriamente, numa oposição ao disciplinamento do corpo imposto pelo momento. Outrossim, também observamos a perspectiva de uma hierarquização sobre o trabalho docente, impondo um silenciamento político nas ações docentes, além de uma elitização da presença de crianças na pré-escola no contexto cametaense, dada a falta de investimentos na formação das crianças.

The study have like focus has been translated from the education of knowledge the knowledge has been in which have the knowledge has been in time to have social? e intelectuais de seus alunos, a medida que oportuniza o acesso sistemático aos recursos científicos. Os escritos de L.S. Vigotski subsidiram teoricamente esta investigação e, não há envolvimento com a literatura, procuramos aprofundar as análises, mostrando não o debate da presença de uma ideia de subjetividade e constituição do sujeito.E, como a natureza da pesquisa, privilegiar uma abordagem qualitativa do tipo etnográfica, elegendo uma técnica de coleta, análise e interpretação dos dados, uma observação, uma entrevista não dirigida, o registro em diário de campo e uma narrativa de episódios. Improved the data between students and professors of the aula of aula, subordinating the performance of the students are not execut at the context, the practice of teaching, the expressions, the actions and behaviores, between outros , buscando, subsídios, apreender, indícios de processos de subjetivação a partir da mediação do conhecimento Os indicadores evidenciam a necessidade de uma escola para se tornarem seguras e satisfatórias com os conceitos científicos, por meio de processos de ensino organizados, sistemáticos, és o que significa uma aprendizagem da criança. Você é capaz de vivenciar, reconhecer e se ocupar de maneira eficaz e inspirar sobre eles, de modo que suas atitudes e comportamentos sejam úteis.

This research aims at answering how the formative processo of artisanal fishermen from Colônia Z-16 de Cametá, through the ―Pescando Letras‖ project, contributed to the professional qualification and the organizational processes of the fishing workers who have participated in this project? It is a qualitative research based on historical-dialectical materialism. For the data collection, we used a semi-structured and open interview, in situ observation and documentary analysis, treating the data produced through content analysis. The theoretical contribution of the research is embodied by Marx (2004, 2008, 2013), Gramsci (1978, 1991), Grzybowski (1986, 1987), Frigotto (1999, 2010), Thompson (1987) and Kosik. The research allowed to conclude that, in the historical context, education is an inherent element to man and with it has an umbilical relationship, being built in the production relations of existence, mediated by labor relations. In this educational aspect, the training of artisanal fishermen linked to the Z-16 of Cametá takes place in the educational processes that unfold in the course of collective living, in the forms of sociability, in meetings, in meetings, in lectures and in educational projects that educate in as they are part of their concrete life experiences. The research reveals that the training of these workers through the ―Pescando Letras‖ project contributed to their professional qualification and to their organizational processes, giving them: broadening of the world view, mainly in what concerns work and the power of participation individual and collective; empowerment and socialization of knowledge, job qualification subsidies; interaction with reality, allowing them critical analyzes and reflections; knowledge for both Z-16 and small-scale struggles at local levels (such as the creation of Associations, for example). However, ―Pescando Letras‖ did not fully comply with its objective, which was to eradicate illiteracy among Z-16 fishermen, because, as the data show, some of the fishermen were unsuccessful in the short six-month period. that the Project was executed. But from the point of view of training the experience was valid because it opened up other possibilities for fishermen, as in the context of professional qualification and the organizational processes acquired and strengthened by them

The present study entitled "Acting of the Catholic Church in the Prelature of Cametá: the context of Popular Education in the period 1980 to 1999" is part of the research line Education, Culture and Language - PPGEDUC/UFPA and sought, in a general way, to understand how made popular education by the Prelature of Cametá to its bases. Specifically, it sought to analyze the realization of this process of formation and information by the Prelature and, in that context, to verify if it, in forming and informing its leaders, directed towards the political struggle. It also sought to observe what results of the education made possible by the Prelature became visible. Allied to these objectives, the purpose of the study was to understand and demonstrate the work of the Catholic Church in the Prelature of Cametá not only as an institution focused on the mission of proclaiming the Gospel, but also concerned with contributing to the educational formation and in the citizen construction of the people of this portion of the land of the Amazon of Pará. The study was based on research and documentary analysis of reports of educational activities and travels, minutes of meetings, work plans etc., archived in the Diocese of Cametá documents, as well as interviews and bibliographic research in related literature. For the accomplishment of this work, the theoretical-methodological contribution was based on the considerations of Paulo Freire on a model of education that aims at a critical educational pedagogy in his works "Pedagogy of the Oppressed" (1970), "Education and Change" (1979), "Politics and Education" (1993) and "Pedagogy of Autonomy" (1997), as well as Moacir Gadotti's reflections on "State and Popular Education in Latin America" (1992) and "Educating for a Possible World" (2007). Through this theoretical-methodological framework was based on studies produced both in the area of popular education in Brazil and Latin America and in studies related to the Amazon and its connection with the brazilian dictatorial period, contexts that are intertwined with the period experienced by the Prelature of Cametá in the course of time analyzed. In this methodological context we also consider Oral History based on a qualitative research with subjects who have experienced this process and, in this way, were part of this educational practice of Prelature, in order to add and crossrefer the data obtained with the documental and bibliographic research. In this process, among the great findings of the research we summarize important factors evidenced: the Popular Education as denunciation of the absence of the State; the Popular Education as militancy; the Popular Education focused on training and work associated with economic factors; the Popular Education in the perspective of transformative ethical-political activity; the Popular Education as integration. Therefore, we affirm that the Prelature enabled popular education to the Freire molds to their bases, promoted a process of adult literacy, as well as provided a citizen education with a political bias.

The dissertation In the surroundings of the city of Cametá urban zone (decades of 1980-2000), it is a study of the occupation of land, forms of work and dwelling. It aims to investigate the process of land occupation, forms of work and housing, linked to the social and historical relationships, developed in the surroundings of the city of Cametá, in the decades of 1980-2000. As a research problem, I present: how the land occupation process occurred, the forms of work and housing in the surroundings of the city of Cametá, located in the micro-region of Baixo Tocantins of the State of Pará in the 1980-2000? The main object is to analyze the process of land occupation in the surroundings of the city of Cametá, in the decades of 1980 to 2000. The method of studying dialectical historical materialism situated in the categories of totality, mediation and contradiction, therefore, the totality presupposes the context of the object defined by material contradictions, thus allows an analysis of the set of theoretical references, results of other research and empirical analysis of the reality of the concrete world. Theoretical conceptions bring important contributions in the reflections and problems with regard to the occupation of land within the urban space and its surroundings, as well as to point out perspectives of transformations based on the changes in socio-historical, political and cultural relations of society. Thus, it is assumed in terms of hypotheses that the process of land occupation in the city of Cametá in the period of study, has occurred, through donation and documented strategies that treat as inheritance; the relations of exchange of political favors between families and beyond the acquisition that occurred between merchants for the speculation of purchases and sales of land, which revealed the social exclusion and the denial of the right to city, the work and the dwelling of much of the population of the city and its surroundings, constituted by peripheral districts.

The present work, entitled the process of emancipation of quilombola women: political participation in the Association of the Remnant Communities of Quilombos of the Islands of Abaetetuba – ARQUIA, investigates if the process of emancipation of quilombola women from the community occurs. Andfor this, we analyze the categories identity, gender, emancipation and ethnicity, because when working these categories in the course of the research, they provided a fundamental dimension to the context of quilombola women. The epistemological premises adopted here arebased on cultural and post structuralist studies. Theorists are chosen as: Gonzalez (1984); Gomes (2003); Munanga (1996); Bhabha (1991); Louro (2000); Scott (2005) among others. It ischaracterized by a qualitative research, since we are looking for data of the reality of the investigated subjects, which cannot be quantified. We use oral history as a methodology, which is important in the sense, of working with the subjects, in order to highlight their life histories, in which they bring meanings in their daily lives, and oral history explicitly specifies and singles, out the procedural, character of life. And, this occurs in a game of articulation of spaces, times and in the different dimensions of individuals, inhe arch of knowledge. We applied open interviews, which wereanalyzed in their entirety, because, when working with the "life narratives", we were able to get closer to the research subjects. Based on the theoretical framework and the field research, this approach allowed the problematization of the research object from a critical analysis of the process of emancipation of quilombola women, through their political participation in the Association of Remnant Communities of Quilombos of the Islands of Abaetetuba- ARQUIA - in the Arapapuzinho community. Specifically we seek to understand from the empirical research if the process of emancipation of quilombola women occurs and under what aspects the political participation of the quilombola women of the Arapapuzinho community occurs. From this perspective, we identify socially significant phenomena among the quilombola women of Arapapuzinho, who enable them to be in the process of emancipation.

The present research was born out of the interest in the quilombolas of the Umarizal community (Baião / PA), awakened from the contact with these people, which occurred through a specialization research in Afro-Brazilian Culture, held in 2010. The dimension of reality of this quilombo pointed out instigating elements that led us to understand how important it was to deal with matters pertinent to the local knowledge of these remnants of quilombolas from Umarizal. In this sense, the research was based on questions about the Traditional Knowledge that characterize the Quilombola Community of Umarizal, and how these knowledge are being transmitted from generation to generation. Thus, we defined as a general objective to analyze the traditional knowledge that characterize the Quilombola Community of Umarizal, taking into account the transmission of these knowledge through everyday experiences, considering the important cultural aspects that are preserved from generation to generation. The discussions were based on the following authors: GEERTZ (1989, 1997), PINTO (2002, 2004, 2011), DIEGUES (2000), SANTOS (2012), DA SILVA E NASCIMENTO (2000), SILVA e SILVA GARCIA (2012). The research methodology was performed through documentary analysis, field research, locus observation and, as a resource for data collection, oral history was used. The categories of informants were selected according to participation criteria in the movements organized by the community. it was pointed out: young people, point of view of conjugal relations; Leadership of the representativeness of the quilombola association; families that participate actively in the current conjuncture of the movements carried out in the quilombo and; individual that lives in the community, but is not considered a quilombola. These categories were oral sources in the course of this work and were called by their proper names, according to the declaration of Free informed. Through this resource, that is, oral history will be able to collect information regarding the importance of traditional knowledge to the community. The locus of research is the community of Umarizal, district of the city of Baião-Pará. The traditional knowledge of the Quilombola community of Umarizal, object of this research, are found in natural medicine, as in the plants and roots used for home remedies; in labor performed at home; in dances and songs with instruments of Afro-Brazilian culture; at religious festivals; in the preparation of land for subsistence agriculture; in vegetable extractivism.

The research titled “A vida como travessia: metamorfoses de Alfredo nas narrativas dalcidianas” aims to analyze the character Alfredo in the narratives Chove nos Campos de Cachoeira (1991) and Três casas e um rio (1994) by the writer from Pará Dalcídio Jurandir. In dialogue with these works, this dissertation intends to extract from the narratives the paths, scenarios, encounters, experiences and construct, through an interpretative work, points of connection between Alfred's life and Friedrich Nietzsche’s philosophy, especially the transmutation of the spirit in passage “The Three Metamorphoses”, present in the work Thus spake Zarathustra (2011). In this sense, the research focused on aspects that denote Alfredo as a spirit in support in the midst of social problems due to the poverty of Cachoeira, the desire for travel and unrealized study, the death of the brothers, malaria and, mainly, conflict ethnic background. In this interpretive analysis, it was possible to identify Alfredo as a spirit of repulsion against impositions and rules, as well as the pioneering spirit in the face of the pulsating desire to live and to know worlds not only through travelers' reports but also in adventures lived nearby of Waterfall. If, at times, Alfredo's life was too heavy, his delight came in the playfulness of the tucumã carocinho, in which the boy fulfilled the life he desired with innocence and the creation of an invented life. This analysis shows the trajectory of this character permeated by existential conflicts, which affect him in his way of bearing the weight of existence and of overcoming his problems, facing the obstacles, unfolding worlds and reinventing life as a creative art in the small town of Cachoeira. In the heart of this discussion, the challenge of moving between philosophy and literature arises, with the purpose of thinking about life as a crossing from the metamorphoses of Alfredo in the Dalcídio Jurandir’s narratives.

This text is the result of the master’s research whose aim is to analyze the policy of continuing education for teachers of the municipal education system of Cametá-PA, considering the implications of the PAR (Articulated Actions Plan) and considering the trends in formative terms for emphasizing training and/or qualification and professionalization of teachers. In this research, the guiding questions of study are: What are the implications of the PAR in the policy of continuing education for teachers in the municipal education system of Cametá in terms of guarantee of the quality of teaching resulting from the formation processes? Are the formation processes subsidized by guiding elements of mere training and/or elements that ensure the teacher professionalization through qualification? Is the offer for courses of continuing education for teachers guaranteed through the collaboration between federated entities or partnerships? This is a qualitative study whose data collection is based on techniques of document analysis and semi-structured interviews. The temporal cut chosen for the study comprises the first and second PAR, from 2007 to 2011 and from 2011 to 2014, respectively. The research locus was the Municipal Secretariat of Education of Cametá (SEMED/Cametá) and the individuals involved were: 01 (one) technician responsible for the PAR in the corresponding period to the versions under analysis, 02 (two) teachers of the municipal school, one of whom is representing the Public Education Labour Union of Pará (SINTEPP) Subseat Cametá and the other is a teacher of the early basic education, and also 03 (three) informants from the OBEDUC-PAR National Survey that included technicians and managers of SEMED/Cametá. Content analysis was chosen, considering the possible unveiling of latent meanings to the discourses conveyed in the analyzed policy although its meanings are important. The contradiction, mediation, totality, and the historicity are founding and indispensable principles in the data analysis because they are categories of the founding historical and dialectical materialism in social work, in particular, those of phenomenon that shapes conflicting interests such as education. The authors the text is based on are as follow: Frigotto (2001), Ramalho, Nunez, Gauthier (2003), Almeida (2005), Maués (2005), Camini (2009), Gatti, Barreto and André (2011), among others. The results of the research point out the importance of PAR as an essential planning tool for municipal education that guides the pedagogical actions and the management of education. In the pedagogical field, one can mention the continuing education that is one of the criteria for the quality of teaching, although the courses are conditioned to respond to the requirements of the IDEB as a quality parameter, which indicates a formation based on the instrumental and technical aspects. The organization of Continuing Education in the PAR, among the indicators, seeks to improve the quality of learning of all curricular components of teachers in the initial and final years of elementary education. In the provision of the municipal report of the first PAR (2007 to 2011), the Intensive Teachers' Training Program in Activity (PROFORMAÇÃO) was verified with more emphasis, and in the second PAR (2011 to 2014) the National Pact for Literacy at the Right Age (PNAIC), measures strictly linked to IDEB, due to the emphasis on curricular components - portuguese and mathematics. The research indicated the realization of other actions of continuous education for teachers from the early basic education and its modalities by various initiatives such as Literacy and Letrar, the latter being a separate initiative of the Municipal Education Department. The research also revealed as training actions developed by SEMED/Cametá the Gestar I Program and the Gestar II 12 Program that although they anticipated PAR were important programs. Regarding the Collaboration Regime for training actions, it was noted that although the Federal Constitution recommends shared responsibilities among the federated entities only indicative of the action of the Ministry of Education (MEC) in the orientation of the Integrated Monitoring System regarding technical assistance and through trainings to coordinators and trainers. The counterpart of the municipal entity was the "adhesion" to the PAR in the form of an agreement and update of the system via the SIMEC / PAR Platform and in the implementation of the training actions, being still responsible for the provision of logistics, but not an effective Regime of Collaboration among the federated entities, since some actions depended on local partnerships

The research aims to answer how occurs the relationship between productive praxis and processes of identity formation among artisanal fishermen affiliated to Colony Z-16 of Cametá /PA. The methodology is based on bibliographic reviews and field research. Data were collected through a semi-structured interview (PÁDUA, 2012). The analyzes were structured from the singular-particular-universal dialectic (LUKÁCS, 1978), it being understood that social phenomena are not limited to the immediate and factual expression, but are bound by a series of mediations to the general laws which condition the functioning of capitalist society as a whole (KOSIK, 1976). Based in Dubar (2005), Lukács (2010; 2012; 2013), Marx (2013), Marx & Engels (2009), Vázquez (2011), it is concluded: on the ontological level, the identity of being social artisanal fisherman is constituted in the process of socialization mediated by labor relations. In the existential historical plane, the process of the constitution of identities among artisanal fishermen of the Colony Z-16 occurs in the midst of a materiality of dispute between capital and labor for the control of productive praxis. Capital uses forms of identification based on the shape-commodity to assign identities based on the commodification of social relations, in individualism, in the overlapping of the value of exchange in relation to the use value, in the exploitation of the work force and in the incessant search for profit, as a way to prevent artisanal fishermen from seeing other forms of social relations beyond capital and are inserted in the logic of the capitalist system. On the other hand, experiencing the precariousness of their working conditions due to the environmental impacts resulting from the construction of the Tucuruí Hydroelectric Plant, artisanal fishermen deny the identities attributed to them by capital and begin a process of political-organizational strengthening as fraction of the working class. The need to implement productive alternatives to decadent fishing directs them towards the conquest of the management of the Colony Z-16, until then, under the control of the economic and political elites of Cametá. Artisanal fishermen have imposed themselves on their living and working space and they still demanded to negotiate with the capitalist state the implementation of assistance policies in order to assist them in their process of reorganization of their productive praxis. Although in the interstices of these alternatives the logic of commodification of production and distribution of wealth is present, the capital has not yet been able to control the totality of fishermen's work processes. Within the productive praxis, besides the constitution of resistance identities, fishermen rehearse emancipated forms of production and distribution of wealth, as in the collective management and equal distribution of fish in the Fisheries Agreements, constituting, so, identities in a counter-hegemonic perspective. However, despite resistance to capital and advances, in terms of political-organizational expression, the process of constitution of the class identity for itself has not been completed, because the fraction of the class of artisanal fishermen experiences in recent years advances and setbacks both in its political organization both in terms of alternative production maintenance and / or in the fight for broader issues to beyond immediate interests.

This dissertation discusses the relationship between identity and work, analyzing the work done by women in artisanal fishing as a potentiating element of the identity of female fishing workers. It addresses the cultural and professional identity of fishermen seeking to value women's work in fishing as a use value. It refers to a qualitative research, of the case study type, together with the artisanal fishermen associated with the Z-16 Fishermen's Colony, in Cametá, state of Pará. For the data collection, oral history was used as methodology. recording of interviews with the fishermen of the Island of Jorocazinho de Cima on work and daily life in fishing and the relationship with the representative entity; document analysis and participant observation, using content analysis to produce results. As a theoretical basis of the research, we seek in Dubar (2009), Bogo (2010), Frigotto (2002), Marx (1985), Marx and Engels (2002), among others, theoretical presuppositions for the understanding of work as an element that makes possible identity constructions . The main problem of the investigation was to know how the work carried out in artisanal fishing by the women fishermen associated to Colony Z-16 makes possible the construction of the identity of fishing workers. The research revealed first, that fisherwomen denote a cultural identity; secondly, that female fishworkers refer to a professional identity when the state subordinates artisanal fishing to capital, but is by no means disintegrated. Work, as well as other elements that are products of the relationship with nature and social relations, make possible social forms of identification that are shared among the riverside and fisherwomen. Historical materialism, a Marxist assumption, allows us to observe the materiality of the social elements of identification in the riverside culture. Therefore, women fishermen are riverside workers who work in artisanal fishing mainly for subsistence purposes, but when the state subordinates the work in the fishery to the exchange value it disqualifies the female work and weakens the identity of the riverside and fisherwomen as fishing workers.

The present study entitled "The affective in the relations of knowledge: repercussions in the interactive dynamics in the classroom" sought to analyze how the affective, as a field of meanings, manifested in the interactive dynamics, marks the relations of knowledge and is reflected in the context of the students of the 3rd year of primary education, from a public school in Cametá-Pará. The research was oriented by the qualitative methodology, with historical cultural approach, data collection, from participant observation and analyzes, marked by the social dimension. The cultural historical approach to human development, developed by Vygotsky et al. And the studies on the interactive dynamics established in the classroom with this approach, developed by Falabelo (2005), Tassoni (2008), Oliveira (1992), Braggio (1992), Patto (1996), Pino (mimeo), (2000), Fontana (1997), (2005), Tunes, Tacco, Bartholo Jr. (2005), Padilha (2011) and Leite (2012).The text presents sections, dialogues with each other, bringing the research problem; considerations about the history of research, which study the dynamics of the classroom; the Cultural Historical theory, in Vygotsky; the methodological course of the research; and, search results. The results show that each man is constituted, from historical and cultural bases, that will manifest in the relationships he establishes with others and with the objects of the environment. There are produced senses, which verbal and nonverbal, reveal how, each participant feels affected and can affect each other mutually. The affective dimension is part of the psychic life, which develops in the relational process, within which the identity and the conscious personality are constituted. Faced with this perspective, knowledge relations should not be conceived only from the cognitive point of view, because in them everything is affective, interconnected and impacting, impacting on the result of learning and human development. Teacher-student-object establish an impactful relationship, which can be reflected in the different contents, worked in schools and results of this work. From a dialectical perspective, the school can break with all relationships, starting from the segregating and exclusionary logic, toward relationships, in which student-teacher-educational environment constitute interconnected, active coparticipes of the learning process. Interactive dynamics tend to present themselves in favor of learning, when their participants intertwine in connected movements, in which everyone recognizes, accepts, respects and supports each other throughout the process. In this direction, continuing education should be highlighted in the agenda of public policies and schools, since it constitutes a space for more in-depth reflection on conceptions of education, man, teaching-learning and evaluation, as well as the relationships that arise from different conceptions. The school is an educational social environment, with a specific social function, which is fulfilled by and in relationships. The theoretical contributions allowed the reflection on the importance of the school, the different knowledge that it works, the mediations that take place within it, which are translated by the ways of relating, affect, mark, constitute learning, considering all aspects of historical diversity human development as well as development from the human whole. The reading of knowledge relations, constituted in schools, can be done by all educational agents, from what is verbalized and non-verbalized, aiming at a more humanized, inclusive and conducive process of human learning and development

The Education System is seen by society as one of the alternatives to reduce social inequalities, but there are barriers that impede the achievement of its real objectives, obstacles that prevent the success of a large part of the students that constitute this system in Brazil . In this sense, the French sociologist Pierre Bourdieu, the main theoretical reference of this research, based on the studies of the French educational system, sought to investigate what these problems would be and revealed that, contrary to what one thinks, the school functions as an instrument of reproduction of social inequalities, through the cultural imposition of a dominant culture on a dominated culture, and which has negative consequences for students' lives. In this way, the author verified that in this process there is as much or more harmful violence as other types of violence, which has come to call Symbolic Violence. In the same direction, the present research seeks to investigate the psychosocial impacts of symbolic violence on the life of the students of a municipal school in the center of the city of Cametá / Pa. To that end, it was defined as a general objective of the study, to problematize symbolic violence in the school context and its psychosocial impacts on students' lives, and the specific objectives were to discuss power relations and conflicts in school institutions; verify situations that show symbolic violence in the school context and the perception of the students involved; reflect on the psychosocial impacts of symbolic violence on students' lives; identify pedagogical actions that influence and combat symbolic violence. The study was carried out with 06 students, randomly chosen from the series of 6th to
9th grade of Elementary School. It is a qualitative research, where a semi-structured interview technique was used for data collection. The data were analyzed through the categories of power relations among students in the school space, this was divided into two subcategories: the relation of power from the point of view of language, where a significant difference in treatment was identified among the students in the relationships that are established in the researched school space, it was verified situations of corrections, games of bad taste, or nonverbal behaviors. As psychosocial impacts produced by these reported situations, we identified the presence of emotional reactions, through negative feelings, such as sadness, anger, low self-esteem, nervousness, inferiority, especially in correcting the students' way of speaking. In the relation of power from the geographic point of view, a characteristic strength struggle of the fields was observed, where students coming from other places, such as islands, towns and roads, faced some rejection, difficulties in the reception by other students. In the category of Symbolic Violence of the educational system, (re) production in the context researched, it was verified that in the accomplishment of the events the students did not feel fully contemplated and valued culturally in the school, they reported a posture of ambiguity and that they had consequences psychosocial aspects.

violence, the historical context and its causes is presented, followed by the sociological analyzes developed by Pierre Bourdieu on the society emphasizing the system of education and the symbolic violence and other concepts developed by the author. Finally, the investigation procedures of the research are described, showing the results that will be achieved in order to reach the results.

En la actualidad, existe la necesidad de reflexionar acerca de las interacciones digitales de la juventud a través de una Media Social, como Facebook. En tal sentido, el objetivo de esta investigación es identificar y evaluar cuáles son las contribuciones que puedan surgir a partir de la interacción digital para fundamentar una propuesta de sensibilización ambiental de la juventud para el respeto a su medio ambiente. Se creó un espacio virtual en la red social Facebook, que generó un diálogo de Saberes Ambientales entre estudiantes jóvenes de las series finales de la Enseñanza Fundamental de cuatro escuelas, dos de la Región Norte y dos de la Región Sur de Brasil. En este contexto, y tras el análisis de los indicadores enumerados, se afirma la posibilidad de diálogos de saberes, que son constructores de conocimientos por medio de una media social a partir de una concepción Educomunicativa. El referencial teórico se desarrolla en base a la propuesta dialógica que propone Paulo Freire (1987), enriquecida por diversos autores que auxilian a afianzar el pensamiento sobre la tecnológica en la educación, como Álvaro Vieira Pinto (2005) y Pierre Levi (1999). En el ambiente creado en Facebook, un grupo cerrado, los jóvenes dialogaron estableciendo, con su participación, un espacio que propició una convivencia segura en la diversidad dentro de un ambiente digital ofrecido por la tecnología. En este proceso, se propuso a los jóvenes un diálogo de sentidos y saberes de colectividad en el principio de la complementariedad de prácticas ambientales que desarrolló Enrique Leff (2013). A partir de indicadores de diálogo, como la necesidad de horizontalidad que Buber (1979) propone en su filosófica del diálogo y Paulo Freire (1987) en su Pedagogía del Dialogo, se realiza un análisis de contenido de los comentarios y conversaciones en el chat de Facebook, que provocaron las interacciones entre jóvenes y profesoras. El resultado confirma que este movimiento de subjetividades logra crear la posibilidad de reflexionar con las profesoras y los jóvenes. La investigación-acción demarcó la ruta de esta travesía, el análisis de contenido permitió analizar los datos recolectados por medio de entrevistas semiestructuradas. Así, la contribución de la investigación en la educación y cultura brasileña, se confirma en la afirmación de la posibilidad de una acción dialógica que genere un aprendizaje, con límites y limitantes a ser considerados y esto será compartido para ser fuente de futuras y nuevas experiencias.

This research, whose title is Assesment Policy of Basic Education: Implications of IDEB for the quality of teaching in Profa. Maria Nadir Filgueira Valente Secondary School, CametáPará, aims to analyze the assessment policy of basic education, taking the IDEB (Basic Education Development Index) as a parameter based on its assumptions and its implications for the quality of teaching in a school in Cametá, Pará. The object of study is under the guidelines due to reforms in the 1990s, whose changes in public policy centered on management with implications in the secretariats of education and, consequently, extending to schools. By focusing the IDEB as a quality parameter in the official guidelines, one proposed to analyze the political-pedagogical activities of that school according to the guidelines of the Municipal Secretariat of Education in Cametá on how to manage the IDEB in the activities of the school before the requirements of improvement of the educational index, considering the goals established in the National Plan of Education (PNE). The historical delimitation of this study corresponds to the period from 2007 to 2015, considering the origin of the IDEB and the external assessment editions of elementary school that comprised it in that period. The research was guided by the qualitative approach, having data collection techniques such as literature review, the documentary analysis and semi-structured interview applied to education technicians of the Municipal Secretary of Education in Cametá as well as to the teachers, managers and pedagogical coordinator of the chosen school for the sampling of the empirical data. The analysis is based on Historical-Dialectical Materialism, considering the relevance to the educational phenomenon that constitutes the object. This perspective of analysis provides an interpretation guided by the principles of mediation, contradiction, entirety and historicity, being configured in the study of categories in a contextualized way. Among the authors, we can highlight Abrúcio (1997), Araújo and Castro (2011), Ball (2012), Bonamino and Sousa (2012), Cassassus (2001; 2013), Chirinéa (2005), Coutinho (2012), Cocco and Sudbrack (2012), Cury (1986), Dourado, Oliveira and Santos (2007), Dourado and Oliveira (2009), Fonseca (2009), Krawczik (1999, 2005, 2008), Mororó (2011), Novaes and Fialho (2010), Oliveira (2011), Orso (2011), Peroni (2000, 2013), Schneider (2010, 2012, 2014a, 2014b) and others. The results indicate that the IDEB is inserted in a policy based on the principles of the labor market from the view predominantly technical, focused on the maximization results. Since the IDEB is an action of Committed Goals of All for Education Plan and also a policy action strongly influenced by the country's business class, it has the role of regulating the educational results as well as teaching work. Through the transfer of responsibility from central agencies to the subnational ones, the Plan of Goals induces educational institutions, such as SEMED (Municipal Secretariat of Education)/Cametá, to become "decentralized centers" of the administration of education from some programs such as the “Mais Educação”, whose criteria is defined by the central organs, characterized by a kind of regulation and control. Even though Nadir Valente Secondary School has developed other actions through educational intervention projects developed by the teachers, taking as example the “Projeto Aluno Nota 10”, one has verified that the assumption remains faithful to these guidelines, giving grounds for establishing competitive attitudes that encourage more results. The research also indicated a certain performance in the context of the practice, in which the IDEB is considered as an indicative instrument of quality, but it ended up influencing the practices developed in the school that became actions aimed at increasing the results through the growth of the index, even if this growth does not represent the social quality that is required.

The research studies about the plots of the sexuality that permeated the Antônia Cudefacho’s trajectory, a prostitute woman and cametaense subject-character of the 1950s, which was inscribed and fictionalized through the literary narrative "Antônia Cudefacho" by the cametaense writer Salomão Laredo, published in 2006. The discursive constructions of the sexuality and the literary narratives are predisposed in this research within the Michel Foucault’s archeo-genealogical approach (1996), (1999), (2004), (2008), (2015), as well as, they establish a fertile dialogue between the studies the history of sexuality and the feminism, post-feminism and queer theory with Butler (2016), Miskolci (2015), Rago (2008), (2013), Britzman (2000), Louro (2000), (2004); and also, Del Priore (2011); Deleuze and Guattari (1995), (1997). This theoretical movement provided a problematizing look at the discursive, social and literary scenarios that entangled the plot of the subject-character Antônia Cudefacho, in the midst of the micropolitics of power and resistance, instituting values, ways of life and education, while moving in the territory of a "compulsory and phallocentric heteronormative culture," as Rago (2013) states. In this way, the research articulates some questions: How to think the plots of sexuality that entangle the literary and life narrative of Antônia Cudefacho? How can we analyze the gender statements that reverberate from these plots of power and resistance, through the ages and what participation do they play in the construction of moral values and modes of education in relation to sexuality seen as deviant? The methodological construction of the research is based on Foucaultian archeogenealogy intertwined with the analyzes of the literary narrative and the testimonies of thirteen cametaenses interlocutors cognizant of the Antônia Cudefacho’s life, of varied age groups and social compositions, that helped to draw an analytical of the microspheres of the power, taboos and transgressions that permeated the Antônia Cudefacho’s plots of the sexuality, in order to observe this movement between an education of the past and the present and to think about how the subject of sexuality is constituted in the midst of the webs of power and resistance. Through the analysis of the research, we perceive that these plots of sexuality are skewed in the micropolitics of power and resistance that shaped the moral values and hegemonic norms instituted in the cametaense society of its time, being plots constituted by norms, taboos, labels, exclusions, but also, becomes, resistances, transgressions that cross the present temporality and lead us to think about sexuality from other perspectives. In the academic and social spheres, the research challenge us to think about sexuality in education in the perspective of difference, allied to (post) feminist studies and queer theory, being able to stress the (pre) concepts forged within the heteronormative parameters that permeate sexuality, sex, gender, the normalized body, as well as the way of experiencing the sexualities different, usually seen as marginal and deviant, also aims to contribute to the opening of plural socio-educational spaces in consideration of the freedom to live sexuality and their differences beyond the normalizing codes instituted in the society of before and today.

In this research the main purpose has to analyze experiences of literary reading with student goers in Reading Room Clarice Lispector, of the Simão Abraão Jatene State High School, in the city of Cametá-PA. Specifically, we sought to build bridges and sense experiences between readers and the literary universe; to cartograph the processes of the experiences of literary readings in the reading activities of the students and to analyze the reading resonances of the Clarice’s text to the formative experiences of these readers. For the development of this study were articulated, especially, the concepts of reading, experience and sense, starting from Jorge Larrosa in “Profane Pedagogy: dances, pirouettes and masquerades” (2015), “Language and education after Babel” (2004) and “Tremors: writing about experience” (2016), intertwined with the literary universe of Clarice. The research was based on the clues of the cartography method from the perspective of Deleuze and Guattari, through the work “Thousand Plateaus” (1995), and of Passos, Kastrup, Tedesco and Escóssia by means of the works “Clues of the cartography method: research-intervention and production of subjectivity” (2015) and “Clues of the cartography method: the research experience and the common plan” (2016). In this theoretical-practical process, the research result demonstrated that the encounter of the reader with the power of the Clarice’s works caused an opening to the literary word, by subjective and artistic processes. The Clarice’s works came to life after being read to and by the students in that space. By presenting Clarice by means of documentaries, short films, readings of works, theatrical presentations, essas, performances and recitations of texts, the Reading Room was being populated of literary way beyond its instrumental function. In the meantime, the activities carried out in this poetic scenario, among other purposes, developed strategies of teaching, reflection, and production of subjectivities, which sought a meeting of the writer with the reader, of the work with the discovery of the world, which sometimes passes through subjective awakening connected to the outside world of the student. It was perceived that the cartographic strategies of the research - realized in the second semesters of the years 2016 and 2017 - propitiated the exposition of themes that awoke in students the pleasure of reading, the think, he discovery of the unusual, the existential drama that affects any human. In the reflection resulting from the activities of reading and interaction through conversations, the readers highlighted a living movement of pain, joy and personal experiences that sent them to a search of senses of themselves in relation to the other and to the world. Clarice passed from the foreigner who only named the reading room to be part of the literary universe of the students, sharing restlessnesses, anguishes, dreams, poetic resonances, desires and discoveries that provoked in the reader multiple sensations and multiple thoughts. The challenge of the actions realized in the Reading Room was to let literary reading resonate with each reader. Introducing Clarice to the students was instigator, for even if there was a reading room with her name, it was not poetically populated, assuming only the function of a space for sporadic readings, consultation, or pastime, was not intended to unleash literature.

This research aimed at the formation of leadership and resistance practices as an educational factor in the Quilombola Community of Umarizal Beira, Baião-Pará. The problem of the contextualized investigation of the exclusionary processes of colonial violence against the enslaved Afrodescendant population that culminated in the production of racism in the political and social organization of Brazilian society. The questions that guide this research are: How to launch the process of constituting the remaining quilombo community of Umarizal Beira in relation to cultural, ethnic-racial and political elements and how is it for a relationship with educational processes? In what way do life histories of Afro-descendants and Quilombola leaders constitute their identity formation as a local community? For the realization of the research, we use the postcolonial (decolonial) theoretical and methodological contributions dialoguing with a notion of Afrodescendence. In order to do so, the field work in the community aimed, through interviews with 08 (08) community leaders who occupy a board of the Quilombola Association, to locate the analytical cut of the narratives produced. Based on interviews with some leaders of quilombolas, the outstanding study of the knowledge of Afrodescendant culture and as educational practices as mechanisms of struggle, formation and community political organization. The Survey opens space for thoughts-others denied and deprived of the colonial process. The results indicate that the constitution of the quilombola leaderships is strongly based on cultural and political processes that constitute Afrodescendences of their (re) existence in the struggles against racism and all as maladies, having an important role to contribute to the constitution process of their ethnic-racial identities.

This research had as object of study the youth labor praxis of STTR-Cametá Youth. The objective of this study is to analyze the political activity of young people in the Rural Workers 'and Workers' Union of the municipality of Cametá, State of Pará (STTRCAMETÁ), their historical, socio-political contexts and aspects of their formations. In a specific sense it aimed: i. Discuss the historical context of STTR-Cametá and the role of the youth as a socio-political agent in this process; Ii. To analyze the formative process guided by STTR-Cametá for the militant youth; Iii. Investigating the current challenges of rural youth, their social and political expectations in the municipality of Cametá-PA, as well as discussing public policies for youth. For the development of this study was based on the qualitative approach and was chosen by the case study, taking as reference the historical materialism. The following are the theoretical references: Carrano (2002, 2008), Freire (2009), Gohn (2000, 2008, 2010, 2014), Gramsci (1988), Marx and Engels (1998), Sposito others. The results of the interviews were analyzed in order to reach the following conclusions: a) Young people play an important role in the historical, political and social construction of STTR-Cametá; B) The historical process of the STTR-Cametá is subdivided into two moments: the first in the 1970s and the second in the 1980s with the union taking by the workers. This historical movement has repercussions on the role played by young people. In the second moment he observed that the young people had more involvement and participation in the process of organization, struggle and union formation; C) The recognition of youth in STTR-Cametá as subjects of rights and legitimate spaces is a recent and persistent process, with the creation of the Youth Secretariat in 2006, after 22 years of its foundation; D) The challenges of young trade unionists remain alive in the midst of their struggles, since the Public Policies, so far implemented, do not correspond to the real social and political needs of these subjects and in the internal field much need to be made in the legitimacy and recognition of these As dignified and able leaders to assume the union leadership itself, among other spaces inside this union. However, the study does not end the debate on youth labor practice in the STTR-Cametá, which obviously need other studies, other analyzes, to contribute to the Youth Trade Union Movement and the continuity of this reflection can favor the empowerment of organizations , Training and contemporary debate about the problem addressed in this study.

This Master research work comes up with a title School Development Plan (PDE): an analysis over the financial resource decentralization for urban schools that hold Cametá/ PA Town Education Cycle. Its aim was checking the School Development Plan according to target plans, Everyone for Education Assignment and their implications around Cametá/PA educational reality, considering the assumption of financial resource management decentralization. We can sum the problem among the study issues this way: What sets of decentralization that PDE takes on and what its contributions and/or implications for urban school operation between 2008-2011? Were the financial resource sent to schools show on data from the Articulate Action Plan (PAR) through partnership with the city? The empirical field was the Town Education Cycle based on the management of the above period presented by the Town Education Department- SEMED/Cametá. The methodological procedures used are part of the qualitative research approach and include in addition to the literature review, the techniques of document analysis and semi-structured interviews. The interviews were carried out with some members of the Coordination of Projects and Programs of the Town Education Secretary from Cametá, which coordinated PDE. Among the authors who base this work we can highlight as main: Costa (2001); Dourado (2007); Ferreira (2000); Fonseca (2009); Oliveira (2000); Pereira (1997); Saviani (2009); Fonseca, Oliveira and Tosch (2004) and others. The research analyzes the object, as a result of the state reform of the 1990’s citing the reflexes in educational policies in general, and in the financing, in particular, since the discourse of decentralization impacted on measures such as programs and projects like PDE, reconfiguring itself now, because it is a main FUNDESCOLA project conceived in the 1990’s. A result of a partnership between the Ministry of Education (MEC) and the World Bank. The data shows that, although PDE has reoriented its methodology according to national political and economic contexts, its technical-instrumental essence remains. The study showed that in Cametá Town Education Cycle through the sample of urban schools that PDE is expressive in decentralized resources whether we consider other programs that attend the set of schools. However, we perceive that the decentralization of PDE financing and "attached actions" to it represent a greater proportion of school responsibility transference, because taking the responsibility for financial resources application, the school also becomes accountable for its results. It is observed that what happens is a process of defocus for tasks execution and not a decentralization, because the decision-making power remains focused in the federal sphere.

This study investigates the identity formation processes of artisanal fishermen from Tentém island, in Cametá-PA municipality, by material conditions of production of knowledge of fishing work, in the post-construction context of the Tucuruí Hydroelectric Power Plant (UHE). The dissertation is presented to the Master Course of the Postgraduate Program in Education and Culture of the UFPA / Cametá Campus, research line: Basic Education, Technologies, Work and Social Movements in the Amazon. The analyzes are directed to the identity formation of the artisanal fisherman in the stage of disputes between work and capital, considering that identity is formed from the changes in the knowledge production of fishing work ., corroborates to the emancipation process of fishers and conformism and maintenance of capital. Methodologically, the research makes use of historicaldialectical materialism, observing the contradictions and mediations, from the principle of totality, that are locked by the subjects in their productive processes and in the construction of work knowledge in relation to the formation of identities, within the struggles between work and capital. The approach is qualitative based, using data collection instruments, semi-structured interview and participants observation. At the end of the methodological course we use the Content Analysis (CA) to interpret the data. The results of the research showed that the construction of the Tucuruí Hydroelectric Power Plant caused negative impacts on the productive material of the artisanal fishermen from Tentém island, making them,as of knowledge production , create mechanisms to cope with these conditions. Regarding the disruption caused by the construction of the UHE, the fishermen from Tentém island showed their attitude towards the defense of their rights, being the organization in Representative Entities and Associations of Fishermen, a form of counter-hegemonic resistance. We can affirm that the identity of the artisanal fisherman from Tentém island has a formation characterized by the distancing of fishing work as an activity that creates values of use, and that guarantees its material conditions of existence.

This research has as object of study the Axis “Continuing Education for Literacy Teachers and their Study Counselors" contained in the PNAIC (National Pact for Literacy at the Right Age), and whose locus is the city of Cametá-Pá. It aims to analyze the conception of teacher training prescribed in the training proposal which is contained in the PNAIC and its materialization in the local context through the effective actions promoted by the Municipal Secretariat of Education of Cametá-Pá. For this purpose, the contributions of Historical-Dialectical Materialism are used as a theoretical possibility which seeks to reveal the set of relations which determines the object under study, also being a research characterized by a qualitative approach. Initially, the research path was based on the survey, definition and analysis of the documents and training books used by that program, and a survey on the studies already carried out on the PNAIC. Simultaneously, a review of the literature was made in order to approximate the object through its apprehension in a critical perspective. The main authors can be cited: Duarte (2001, 2010a, 2010b), Marsiglia (2010, 1013), Martins (2006, 2010), Saviani (2007b, 2009, 2013a). Then, four categories were defined for the development of our line of research: National Pact for Literacy at the Right Age, conception of teacher training, Teacher Training and Literacy is adopted under the perspective of literacy. The study provides, as field research technique, the application of semi-structured interviews. The trajectory of research highlights that the PNAIC was conceived in a context which represents the continuity of the principles and guidelines which subsidized the project of educational reform from the decade of 1990. And that the conception of teacher training is based on the practical rationality whose theoretical matrix, in turn, is based on the theoretical model of constructivism, on the pedagogy of the reflexive teacher and on the pedagogy of competences. In line with this theoretical matrix, the concept of literacy is adopted under the perspective of literacy, being as an instrument in which literacy is a technology or technique of reading and writing. And that the formation in its process of materialization in the local context presents the same logic incorporated in the guiding proposal of the formation by its approach to the model of practical rationality. Although we have identified the presence of characteristic elements of technical rationality and of the critical rationality, in the local context this dimension ends up standing out among the counselors and literacy teachers including the experience report which becomes one of the main elements to help the teachers in the education process to build new knowledge in order to face the problems of their teaching practice.

 This research arises from the elaboration / execution of the PIBEX 2015 project entitled: "Teaching of Libras in Tocantina region in the Amazon: The Training of Teachers of Early Childhood Education", in partnership with SEMED / Cametá, which aims to contribute to the training of 210 teachers who work with children in the Municipality of Cametá-PA. The research problem consists in investigating the constitution of Libras as a difference in education, dealing with close and distant zones between Deaf Studies and Philosophy of Difference. It is a self-critical and analytical practice that takes the project of teacher training as an activity of its own research, by an exercise of thinking which is capable of inciting historically instituted views on inclusion and the vision of the other as deficiency and, in an affirmative way, it aims to empower Libras as a difference in education, paying attention to its singularities. The study points to the idea of a deaf-back in the teaching of Libras, signaling Libras itself as a minor language through processes of "de-territorialization" of deaf language and culture, and of the elements of the "political" and "collective" teacher training. As theoretical background, Deleuze and Guattari (2014), Guattari and Rolnik (1996), Gallo (2013), Skliar (2001), Larrosa (2004), Veiga-Neto (2012), Meyer and Paraíso (2014), Passos and Kastrup and Escóssia, were used among others, in order to look at multifaceted views on Libras as a difference in education, articulating relationships networks with each other in the ties of formation. In this movement of becoming, in the midst of multiple movements of possibilities, the cartography of Deleuzian and Guattarian inspiration will provide the necessary methodological clues for the construction of the research itineraries, not only to be with the other and to listen to their question (of difference) in education, but also to capture the flows and processes of a coming and going in teacher training. The collective composition of a deaf-deeper perception of Libras as a "minor language" is one of the challenges of this research, so that at each reading we can perceive different angles of deafness, and that these angles make us realize how much the work itself belongs to the unfinished and / or to the possibility of seeing and seeing the other much further than what we propose ourselves to at this moment.

The work titled Language in the classroom: emotional and emotional marks in the interactions of knowledge aim to investigate evidences of emotional and emotional marks in the relations of knowledge, in the context of the dynamics of teaching learning, in the classroom. The cultural historical approach developed by Vygotsky and colleagues in which the issue of the human development of the child in its intellectual (mind), affective and emotional partner aspects is discussed is used as theoretical support. In this approach we discuss the issue of learning, knowing, developing mental functions as an interactive process mediated by adult subjects. It was also used, other authors that have been developing studies on the school routine based on this historical cultural approach, such as Smolka (2001), Braggio (1992), Fontana (1997) and Falabelo (2005). It should be noted that Vigotski recommends that empirical studies should be carried out in their immediate conditions of production. This means that the researcher should seek to record the phenomena at their moment of occurrence. To meet this methodological orientation, we used the ethnographic methodology of research. In this the observer can maintain direct contact with the subjects of the research and object of study, knowing more closely their history, their cultural aspects, besides witnessing and recording the relations maintained with the knowledge in the teaching learning activities. The results show that the relationships of teaching learning mediated by school knowledge and everyday knowledge are rich in evidence that show the dynamic interaction between the development of the intellectual and emotional aspects affecting the children towards those knowledge of diverse affective forms, such as: reception , participation, distancing, joy, fatigue, etc .. Thus the study shows that teaching relationships, when they present meanings and meanings to children, seem to support teaching relationships that promote the appropriation of this knowledge in a participatory and dialogic teacher and student dynamics.

O presente trabalho analisou as contribuições da participação dos movimentos sociais do Campo no processo de construção do Plano Municipal de Educação – PME, do município de Abaetetuba - PA, dando ênfase às formas de organização do plano, assim como apontando as contribuições culturais dos Movimentos Sociais atuantes na Educação do Campo. Nesse sentido, define-se como objetivo geral analisar as contribuições da participação dos Movimentos Sociais do Campo no processo de construção do Plano Municipal de Educação, no município de Abaetetuba, com foco no progresso do Sistema Educacional. Assim, os objetivos específicos deste estudo foram: a) Compreender de que maneira foi construído o Plano Municipal de Educação de Abaetetuba; b) Analisar como se deu o processo de participação dos Movimentos Sociais do Campo na construção do PME; e, c) Identificar as contribuições culturais dos Movimentos Sociais do Campo e como são entendidos no processo de construção do PME. A metodologia proposta foi a pesquisa participante, que priorizou os métodos de dados por meio da realização de entrevistas e análise documental, assim como levantamento bibliográfico sobre a temática. Os principais autores utilizados foram, vale destacar: Arantes (2006), Dagnino (2002), Pereira (2003), Fenelon (1993), Hall (2003), Paoli (1991, 2003), Penteado (1991), Gohn (2005, 2006), Santos (1996), Silva (2006), Cardoso (2004), Brandão (1998, 2007) e Oliveira (2010 e 2003). Sendo assim, a partir desta pesquisa, compreendeu-se que a participação dos Movimentos sociais do campo, na construção do referido plano se deu de maneira ativa e propositiva, e em muito contribuiu para ações, metas e estratégias apresentadas no documento final do PME.

Este estudio, titulado En casa, en las aguas, en la vida: prácticas y conocimientos de las mujeres en la pesca en las comunidades ribereñas en el municipio de Cametá, Estado de Pará, examina cómo las prácticas y conocimientos de pescadoras se procesan dentro de las comunidades costeras, las estrategias que destacan el trabajo, la dinámica de participación y diversas formas de aprendizaje que están involucrados. Metodológicamente, para dar sentido a este trabajo, se adopta un enfoque cualitativo y la investigación descriptiva de un estudio de caso. Para recoger información utilizada entrevistas abiertas y semi-estructuradas con pescadoras dos comunidades del municipio de Cametá-Pará, así como la observación participante y análisis de documentos. Como marco teórico guiar este estudio, para entender tema como las mujeres, la pesca, la participación, la vida cotidiana, el trabajo, contaron con autores como ayudar a Maneschy (2000), Furtado (1993), Rubio (2003) DÍAS (1995) , PERROT (2007), Pinto (2004), Rodrigues (2012), NETO y BRASIL (2006), Gohn (2013), y Tiriba Fischer (2006), entre otros. El estudio reveló que las prácticas y el conocimiento de las pescadoras explotados en el hogar, en las relaciones sociales y la actividad pesquera sigue estando limitada a las zonas cercanas a la casa y la carga de las tareas domésticas. El espacio y el tiempo de actividad de pesca para las mujeres se diferencian cuidando casi exclusivamente a la preparación, almacenamiento, procesamiento de pescado, y la preparación y mantenimiento de las herramientas de pesca. La participación en las organizaciones todavía tímidos clases, como se muestra en los estatutos de las colonias y de las asociaciones y su propio papel como ama de casa. Hemos identificado, de manera que las pescadoras de municipio Cametá tienen enfáticamente el conocimiento tradicional de pescadores que se evidencia en la práctica, cada vez que necesita para ser visualizado y alentó.

O presente estudo, intitulado Gênero, Saberes e Poder: o protagonismo de mulheres negras na organização política e social da Comunidade Remanescente de Quilombos São José de Icatu – Mocajuba/Pará, tem como objetivo analisar e problematizaro protagonismo político de mulheres lideranças da referida comunidade. Da mesma forma, intenta ainda investigar o engajamento político dessas mulheres quanto aos direcionamentos e às lutas por melhores condições de vida dos moradores da comunidade. Destarte, ao salientar o papel de destaque de algumas das moradoras na gestão e na organização da comunidade, tencionamos analisar o processo de empoderamento das mulheres de Icatu. Para a efetivação deste estudo, buscou-se apoio teórico-metodológico nas reflexões de autores como: PINTO (2004, 2007, 2012), SALLES (2005), SCOTT (1995), SOHET (1995), THOMPSON (2011), CERTEAU (2014), FOUCAULT (2012), FUNES (1996), DIAS (1995), RAGO (1995), dentre outros. Da mesma forma, realizou-se pesquisa de campo, mediante a observação participante, com auxílio da História Oral, através de entrevistas semiestruturadas, relatos orais e histórias de vida, acrescida a fontes imagéticas e escritas. Verificou-se que o protagonismo político das mulheres do povoado de Icatu, frente aos cargos de gerência, resulta de aspectos históricos de suas ancestrais quilombolas, bem como de um intenso processo militância nos movimentos sociais de base, fatos que favoreceram formação dessas lideranças femininas no engajamento e atuação política na comunidade de São José de Icatu. Constatou-se ainda que as mulheres lideranças de Icatu conseguem se afirmar enquanto sujeito político e empoderar-se utilizando-se de microrresistências colocadas em práticas por meio de astúcias, invenções, ousadias e pequenos subterfúgios que lhes garantem poderes e, por conseguinte, tornamnas empoderadas e protagonistas de suas ações individuais e coletivas.

Este trabalho visa analisar o corpo afrorreligioso e os saberes culturais entrelaçados por uma história de resistência e luta pela valorização da cultura afro-brasileira em Cametá-Pa. Compreende o corpo como um polo difusor dos saberes culturais afrorreligiosos, que por meio de sua prática religiosa mantem vivo o universo simbólico da cultura religiosa afro-brasileira e reativa a luta e a resistência contra o racismo religioso e a atitude de intolerância religiosa na sociedade. Considera que os saberes transmitidos nas práticas culturais e religiosas de tradição afro são instrumentos de combate ao racismo que possibilitam pensar uma perspectiva de educação étnicoracial. Em seu aspecto teórico-conceitual a pesquisa estabelece um diálogo com autores do campo dos estudos da cultura e religiosidade afro-brasileira, mais precisamente os estudos sobre a umbanda, sendo eles Bastide (1971), Silva (1994), Birman (1985), Concone (2008), Prandi (2004, 2008) entre outros. Para melhor compreender a realidade religiosa amazônica, a pesquisa dialoga com Silva (2015), Campelo e Luca (2007), Luca (2003), Furuya (1994), Leal (2011), bem como com Gomes (2013), Caputo (2012, 2013) sobre a perspectiva da educação voltada para relações étnico-raciais. Em seu aspecto metodológico a pesquisa foi conduzida por uma abordagem antropológica, de caráter etnográfico que envolveu a descrição do trabalho de campo no terreiro e o acompanhamento do ritual de oferendas à Iemanjá, bem como a organização, análise e interpretação dos resultados. A perspectiva da etnografia com base na interpretação da cultura de Geertz (2013), permitiu descrever e analisar um ritual religioso observando as múltiplas relações tecidas pelo corpo afrorreligioso, que se materializam no terreiro umbandista de Dona Isabel Oliveira na cidade de Cametá. Em seus resultados podemos observar e concluir que os saberes culturais da religiosidade afro-brasileira são intermediados e difundidos na prática religiosa. Nesse contexto, o corpo afrorreligioso compõe um conjunto de saberes culturais, ancestrais, coletivos e simbólicos produzidos na prática religiosa e que permitem pensar uma nova inserção da cultura e religião afro-brasileira na educação com base na perspectiva das relações étnico-raciais, tanto na valorização da cultura religiosa afro-brasileira, como arma de combate ao racismo.

O presente trabalho intitulado Mahíra e os Saberes Femininos: gênero, educação e religiosidade na comunidade indígena Assurini do Trocará, município de Tucuruí/PA, tem como objetivo analisar as relações de gênero dentro da aldeia indígena Assurini do Trocará, buscando identificar o papel exercido pela mulher Assurini nos mais variados espaços dessa comunidade, indo desde a relação familiar, até sua representação nos rituais de iniciação, além de verificar em quais setores estão envolvidas e suas estratégias para manterem-se atuantes e influentes entre esse povo indígena. Para atingir tais objetivos foram utilizados, como suporte teórico-metodológico, autores que enfatizam a temática indígena no Brasil, estudos e métodos que evidenciam as etnias indígenas brasileiras na sua heterogeneidade, não de forma única e pejorativa, mas que fornecem base para reavaliar conceitos e preconcepções sobre tais sujeitos, dentre os quais se destacam Alencar (2008), Almeida (2010), Andrade (1992), Candau; Moreira (2008), Dayrell, (1996), Hall (2006), Leão (2015), Silva (2000), Souza (2007), Tocantins (2013), Veiga Neto (2003), dentre outros. Além dos estudos de tais autores, também foi feita a pesquisa de campo, mediante a observação participante, quando se pode relacionar o diálogo estabelecido com fontes orais, escritas e imagéticas, proporcionando assim um contato mais direto com a história, cultura, vivência, as relações de parentesco, divisões de trabalho, participação feminina e sua atuação política entre os Assurini. A pesquisa de campo possibilitou, desta forma, um conhecimento prévio sobre esta população, para que fosse possível perceber mais a fundo suas relações no dia a dia, os conflitos e lutas que estabelecem para conseguir direitos perante a sociedade não indígena. Pôde-se observar e analisar, no decorrer da pesquisa, que a mulher tem participação significativa entre os Assurini, exercendo papéis de suma importância para funcionalidade de sua comunidade, pois estão atuando diretamente seja como professoras, mães, avós, buscando melhorias para seu povo, participando diretamente na luta por direitos fora da Reserva e dentro dela, assim como nas práticas culturais e religiosas, tendo participação em festas de iniciação, onde exercem função de grande importância para sua realização, tanto na dança, como no canto e na música, fundamentais para manutenção da cultura Assurini.

This paper presents the results of research Education and Resistance in the Lower Itacuruçá Community in Abaetetuba in Pará: The Role of School St. Andrew in Affirmation and Exploitation of Quilombo Identity, which aims to understand how these educational processes contributed and contribute to the daily experiences of constituent elements of community resistance: education, memory and identity. Subsidized theoretically in reference to popular education, especially in the works of José Reis, Flávio Gomes, Vicente Salles, Robert Slenes, Nilma Lino Gomes, Miguel Arroyo, Tomas Tadeu da Silva, Antonio Ciampa, Frigoto, Vera Candau, we seek to understand the quilombo in its epistemology of resistance. The methodology of ethnographic research was supported by the contributions of collaborative knowledge., The insertion in the community took place from December 2015 to August 2016. The participants were 18 people and the analysis of the speeches of these employees seek to understand how these educational processes of resistance and curricular practices contributed and contribute to the construction of the quilombo identity of this community. The study was prepared by field research, using the technique of data collection, observation, daily journaling of campo.O locus of the investigation was limited to the community Our Lady of Perpetual Help in the Lower Itacuruçá in Abaetetuba in the state of Pará, as a Quilombola community, with a history of struggle and resistance to guarantee rights to education and improvement in living conditions, which the school seeks to firm as the lead in this process of resistance. The ethnographic record, from a field diary, has favored such an observation. Analysis of the interviews enabled us to see the emergence of two educational insights derived from the statements of the respondents education professionals: that education goes through neglect of the government and which shows up as an instrument of perpetuation and spread of prejudice; to that education built at school, through the community of struggle, organizations can be an instrument of transformation of reality itself.

A presente dissertação objetiva analisar o processo de formação de lideranças sindicais em Cametá/PA nas décadas de 1970/90, destacando os aspectos significativos desse processo educativo dentro do lócus de observação o Sindicato dos Trabalhadores Rurais de Cametá, situado no Nordeste do Estado do Pará, que se constituiu ao longo dessas décadas, na principal entidade representativa dos interesses dos trabalhadores rurais do Município de Cametá. Posiciona os processos educativos considerando o histórico da formação sindical e as influências das diversas concepções educativas. Abordaremos as primeiras iniciativas formativas e as experiências seqüenciais que proporcionaram a criação de espaços específicos de formação e qualificação dos trabalhadores rurais que atuavam neste sindicato e como estas formações foram importantes para a construção de lideranças políticas. A pesquisa caracterizou-se a partir de uma abordagem qualitativa, onde foi utilizado um conjunto de documentos produzidos no interior da entidade, como anais de congressos, atas, relatórios, registros fotográficos e cartilhas educativas que faziam referências às experiências formadoras. Como instrumentos de coleta de dados foram realizadas entrevistas semi-estruturadas com líderes, assessores, pesquisadores e demais membros do sindicato. A idéia é, para além de uma identificação de informações, analisar os dados à luz do contexto em que foram produzidos, associarmos com os resultados das entrevistas na pesquisa de campo. Por fim, a pesquisa relata a trajetória histórica deste movimento nesta região, e como estes estão interligados ao cenário das organizações políticas a nível estadual e nacional, onde se transformaram em sujeitos comprometidos com os projetos sociais em defesa da cidadania, opondo-se ao domínio da lógica do capital.

Este trabalho analisa a configuração do processo de formação dos servidores técnico-administrativos da UFPA/Campus de Cametá, no que tange aos cursos de capacitação desenvolvidos pela Coordenadoria de Capacitação e Desenvolvimento (CAPACIT/UFPA). Partindo da configuração do lócus de pesquisa, o espaços do CAPACIT/UFPA e do Campus de Cametá, são estabelecidos os procedimentos que norteiam a efetivação da pesquisa, em termos de abordagem qualitativa do tipo descritivo-analítico, cujo método de análise foi o materialismo histórico-dialético, bem como a revisão bibliográfica sobre as principais categorias de análise, tais como capacitação, qualificação, gestão gerencial, unilateralidade, omnilateralidade, emancipação, capital humano e neopragmatismo. Foram analisados documentos que regem a política nacional de qualificação técnica-administrativa, bem como os documentos, no âmbito da UFPA, que tratam da qualificação desses sujeitos, para investigar como se materializa o processo de qualificação dos servidores do Campus de Cametá. Nesse contexto, foram consideradas os documentos as três dimensões dessa qualificação: a dimensão prática; a dimensão dos sujeitos e a dimensão política. Todo esse conjunto de elementos permitiu constatar que as diretrizes para a qualificação dos servidores técnico-administrativos da UFPA e a materialização das ações de formação ocorrem em uma perspectiva de formação unilateral, neopragmática, através da gestão por competência, fomentada pela administração pública gerencial.

A presente dissertação apresenta os resultados da pesquisa intitulada Identidade Docente: representações de Professores/as em narrativas ribeirinhas na Comunidade do Rio Quianduba em Abaetetuba. O estudo foi elaborado por meio da realização da Pesquisa de Campo, através do uso das narrativas orais como fonte de obtenção de informações e análises das representações da identidade docente, com a utilização da técnica de coleta de dados de Grupo Focal, observação e registros realizados no cotidiano escolar, com o objetivo de analisar as representações de Professores/as construídas e veiculadas na oralidade da comunidade de Quianduba, considerando a relação com a prática docente no cotidiano da Escola Municipal Nossa Senhora do Perpétuo Socorro. O lócus da investigação limita-se a Comunidade do Rio Quianduba no Município de Abaetetuba, Estado do Pará, por ser uma localidade que possui uma estrutura educacional marcante, com uma trajetória de organização e lutas pelas melhorias nas condições de ensino, além de compor um arquipélago das vinte Ilhas do município que estão em processo de regularização fundiária, através dos Projetos de Assentamento criados nessa região a partir de 2005, no caso da Ilha Quianduba. As bases conceituais da pesquisa seguem as orientações de teóricos como Ciampa, Berger e Luckmann, Arroyo e Nóvoa, estes sustentam as discussões e o pensamento sobre identidade, representação e cultura; Williams é a principal referência para a concepção de cultura, por acreditar que a cultura é o lócus da formação e transformação dos sujeitos, é onde construímos nossa maneira de ser, de pensar e de viver. Pela cultura fazemos nossa humanidade, construímos e reconstruímos nossos modos de existir. É no contexto das relações socioculturais estabelecidos que formamos e transformamos nossas identidades, numa relação dialética entre o que somos e o que vamos nos tornando no decorrer de nossas trajetórias pessoais e profissionais. Nesse processo nos representamos e somos representados a partir das posições que assumimos ou ocupamos, nos mais diversos contextos socioculturais por onde passamos. E finalmente a metodologia de pesquisa pautou-se nas concepções e orientações do materialismo histórico dialético a partir da abordagem qualitativa com realização de Pesquisa de Campo sustentada pelas ideias de Marx, Ludke e André, Duarte, Gatti e Triviños. Para tratar das narrativas nos apoiamos nas ideias de Josso e Oliveira. As técnicas de investigação utilizadas foram, principalmente, a entrevista semiestruturada, a observação e registros das vivências. A reflexão se fez necessária no sentido de pensar as representações de Professores/as “por dentro” da profissão e pelos seus sujeitos, o que até então tem sido feito mais pela tradição pedagógica do que pela tradução dos sentidos, desejos e saberes produzidos e veiculados por professores, pais, alunos e demais membros da comunidade escolar de Quianduba.

A presente Dissertação de Mestrado tem por objetivo encontrar respostas sobre a formação repassada pela Universidade do Estado do Pará Campi Moju a dez egressas de pedagogia anos de 2008 e 2009, sendo cinco de cada turma, quanto a teoria e a prática, e em que essas duas categorias refletem hoje, na atuação no Ensino Fundamental. Nessa tessitura, a problemática de nossa pesquisa, foi a seguinte: Como se deu a formação teórica e prática das egressas das turmas de pedagogia anos 2008 e 2009 da UEPA Moju, e a sua articulação hoje na escola, no Ensino Fundamental? Esse fator desencadeou o método qualitativo de análise da pesquisa, por via de um Memorial Narrativo Reflexivo gravado com dez egressas anos de 2008 e 2009 do referido Campi. Em linhas gerais, utilizamos como apostes teórico como Triviños que abordou a pesquisa de caráter qualitativo; Bakhtin construindo a discussão sobre a linguagem, relatos e dialogismo dos sujeitos da pesquisa; Saviani, Gatti e Libâneo acerca da formação docente e seus pressupostos históricos; entre outras referências primordiais a construção desta pesquisa. Dos resultados, destacam-se quatro elementos: a contribuição da teoria e prática da UEPA- Moju no exercício da prática docente; o segundo elemento consistiu nos subsídios direcionados as disciplinas do curso, todavia a dificuldade encontrada se concentrou na desarticulação das atividades práticas das aulas teóricas; o terceiro fator se deu no distanciamento do Projeto Político Pedagógico da formação universitária das egressas, quanto à discussão e objetivo do mesmo para o Curso de Pedagogia, e por último a definição do que seria teoria e prática para as egressas, em que grande maioria das professoras definiram em um mesmo contexto a importância e significação das duas categorias de análise. Nesse modo, propomos uma proximidade da Universidade junto a escola básica na formação dos ingressos de pedagogia e a reformulação do P.P.P de Pedagogia da Universidade do Estado do Pará.

No trabalho, Mulheres quilombolas do Cravo: Movimento, Lideranças e Identidade. Discutiremos os processos de empoderamento e liderança de mulheres da Comunidade remanescente de quilombola do Cravo, localizada no município de Concórdia do Pará, na região nordeste do Estado do Pará. Direcionamos como foco central a atuação das mulheres no Movimento de Mulheres Transformadoras do Campo e da Cidade (MMTCCB) e no movimento quilombola. No transcurso deste estudo, levantamos questões acerca da atuação das mulheres negras no MMTCCB que alicerçou a formação de uma identidade coletiva de gênero, e resultou na formação de mulheres como lideranças da localidade. Também abordamos a participação de mulheres no processo de regularização das terras quilombolas, ressaltando a importância de suas atuações para a conquista do título definitivo, como comunidade remanescente de quilombo. Neste sentido, esta pesquisa faz uma leitura das histórias de mulheres do Cravo e da organização desta comunidade, através de trajetórias individuais e coletivas dos sujeitos pesquisados. Para aprofundamento das análises da pesquisa, utilizamos como metodologia a História Oral, a partir dos conceitos epistemológicos de Thompson (1992); tal metodologia apresentou-se como adequada aos propósitos desta investigação, pois implica a produção do conhecimento a partir do discurso do sujeito sobre a situação concreta vivida. Possibilitando, portanto, abordar e aprofundar um momento específico das trajetórias de vida dos sujeitos na conjuntura presente, retomando elementos de seu passado. Para tal, foram aplicadas entrevistas semiestruturadas e abertas. Além disso, foi feito uso da observação etnográfica, com o trabalho de campos, e análise de documentos escritos. Fontes imagéticas e impressas também foram privilegiadas no procedimento de análise de dados.