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LINA GLAUCIA DANTAS ELIAS
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Endoeducation of Quilombola Women: crossings through knowledge, social and pedagogical practices in the
rurality of artisanworkers from the quilombola community of Rio Genipauba, municipality of Abaetetuba-PA.
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Advisor : GILMAR PEREIRA DA SILVA
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Data: Apr 23, 2024
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The ongoing investigation presents as its object of study the relationship between the knowledge of
rural workers and artisans and the 'education of life' as it occurs in the Quilombola Community
“Sagrado Coração de Jesus” on the Genipaúba River. Thus, I seek to verify whether the knowledge
and social practices of rural workers and artisans from the Quilombola Community “Sagrado
Coração de Jesus” on the Genipaúba River, stimulate educational processes of sharing the social
production of existence, which enable a movement of resistance and maintenance of quilombola
sociability, facing sociability in the logic of capital. Gramsci's (1988) ideas regarding hegemony and
counter-hegemony were used as a theoretical contribution, since both the State and civil society are
permeated by class struggle, the concept of experience that Thompson (1987), elaborates, making it
possible to understand and analyze the knowledge of rural workers. That of Freire (1977, 1982) and
Brandão (2002), when affirming the process of endoeducation, in which learning is participating in
cultural experiences in which, by participating in such founding events, each of us reinvents
ourselves. And other studies on quilombola women, quilombos in the Tocantina Amazon, social
organization of workers, and the disputes produced within them and the interference of capital
brought through agribusiness, through commercial and productive relations. It was found that these
quilombola women assume a shared way of doing and knowing, privileging the preservation of
ancestry, territory, care and cultivation of community relationships, work, and ways of living and
being in the world, which reinforce practices of existence in river waters, in fields, in backyards, and
in the creation of biojewels, corroborating with their experiences of struggle the maintenance of
quilombola sociability, in a counter-hegemonic movement in the face of interference in the logic of
capital.
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CRISTIANE LOPES DE SOUSA
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THE RUPTURES AND PERMANENCES OF PEDAGOGY OF COMPETENCES AS A REFERENCE IN SECONDARY EDUCATIONAL POLICIES IN BRAZIL: the formation of the sacrificial citizen
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Advisor : RONALDO MARCOS DE LIMA ARAUJO
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Data: Apr 4, 2024
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The thesis presents, as object of study, the Pedagogy of Competences as a reference in high school educational policy, with which it seeks to analyze the ruptures and permanences identified in documents from the 1990 to 2019. It is problematic that, considering the theoretical basis, the purposes, the training objectives and the proposed strategies, which are the ruptures and permanences of the Pedagogy of Competences, as a reference for high school, have materialized in educational policy in the period from 1990 to 2019. The theoretical-methodological framework is based on historical-dialectical materialism, based on studies by Nosella and Buffa (2005), Kopnin (1993) and Kosik (1976). The methodology is of a qualitative approach, using bibliographic and documentary research, data analysis carried out using the content analysis technique, based on Bardin (1977), with legal-normative instruments systematized with the following time frames: 1990 - 2002, 2003 - 2015 and 2016 - 2019. In this research, we start from the thesis that the Pedagogy of Competences is a basic reference in Brazilian educational documents in the last three decades, being hegemonic between 1990 -2002, disputing the educational project with integrated high school between 2003 - 2015 and regaining prominence of hegemony in documents in the context of the reform of the “New” high school, between 2016 - 2019. The research results lead to conclusions that the Pedagogy of Competences has been hegemonic in the Brazilian educational project for most of the last 30 years, in particular on the theoretical basis, the aims and training objectives, while elements of rupture were identified based on the shifts in focus. The ruptures identified refer, in particular, to the period 2003-2015, when the content of the educational project competed with integrated education, resulting in a conceptual mix in a period of accommodation of interests. It was found that the resumption of the hegemony of the Pedagogy of Competences from 2016 onwards, occurred with a focus on the socio-emotional aspect of the psychological dimension, differentiating itself from the cognitive aspect of the 1990s. And youth protagonism, life project and entrepreneurship, which are the slogans of the ongoing reform, and also the type of subject that is desired to be formed, were characterized in a more exacerbated manner compared to the 1990s. It was also identified that homo economicus reveals itself as the type of subject that Since the 1990s, the Pedagogy of Competences has aimed to train people, which expresses the perspective of the subject defended by the capitalist project, which, nowadays, is characterized as the sacrificial citizen.
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JESSE PINTO CAMPOS
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BIOFRAGMENTOS DE UMA VIDA-EDUCAÇÃO AMAZÔNICA: INFÂNCIA E ARTE MENOR COM PAUL KLEE
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Advisor : GILCILENE DIAS DA COSTA
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Data: Mar 28, 2024
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The thesis moves through the childhood blocks experienced by Paul Klee in his diaries and works. We aim to fable a minor art in the encounter with the creation of biographemes to experience a biographematic education as a creator of affections and desires in education. The biographeme is a concept created by Barthes that presents new ways to reveal the sense of unknowing of life and work. In our case, we seek to experiment and create new meanings for Paul Klee's life-work. The minor art expresses collective enunciation experienced in the transgressions, sensations, desires, and delights of the work on canvas without a representation model of imitation and totalization. In other words, the minor art produces biographemes that create sensations and intensities still unknown within the biographologists – who write biographemes – deep senses that came to the surface through the singular affections experienced in Klee during a lost time. The biographematic method developed by Corazza (2010b, 2014) is based on Roland Barthes and his concept of biographeme. In other words, it is a method that brings a new notion to biography that gains new writing to create a composition without resentments of the past, giving it new meanings. In the biographematic method, we looked at Klee's diaries (1990) and his works of art, which we experimented with in workshops in Basic Education and Higher Education in Mocajuba and Cametá, cities in Pará. In short, the lines of writing in This thesis provided clues to a biographematic education in its encounter with minor art as a power of life-work in Klee. We created unique biographemes and biofragments that emerge as signs of education, sometimes revealing pain and sometimes spreading affection. These signs were experienced in school and became singular affections that needed to get inside of school grounds to touch the interior of the other, in the rumor of a teaching-learning between childhood blocks and sensations created in life for affection in education.
KEYWORDS: Minor art. Childhood blocks. Biographeme. Paul Klee. Biographematics Education.
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LAERCIO FARIAS DA COSTA
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THE NATIONAL CURRICULAR GUIDELINES FOR MAROON SCHOOL EDUCATION: A STUDY IN THE STATE OF PARÁ
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Data: Mar 1, 2024
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This study aims to analyze the Educational Legislation referring to the basic school in interface with
the DCNEEQ in the State of Pará. For this, as specific objectives, we will seek to elaborate a legal
panorama on the construction of DCNEEQ in a historical and conceptual approach supported by our
theoretical contribution, insofar as we recognize the way in which the theme is being marked out by
academic productions. In this way, we propose to outline the profile of the State Education Plan of the
State of Pará as a structural document, so, using these data, we will seek to identify the Educational
legal apparatus of the State of Pará under the bias of its regulation and regulation policies with a view
attentive to the profile of the agents that integrate and mobilize this field in dialogue with the
DCNEEQ. The data were methodologically structured from the conformations on content analysis, in
Bardin (2016) and interpreted through the concepts of habitus and field of Bourdieu (1989; 2003;
2013); anchored in the conceptual notions of Curriculum in Apple (1979; 1995; 2001; 2006); Silva
(1996; 2005) and Sacristán (2008; 2013) and, to conform the concept of quilombo, we used
(ALMEIDA, 1998; MUANGA, 1996). The problem is based on studies by (MIRANDA, 2012; 2018).
Thus, we provisionally point out that the field of quilombola school education has been affected by
social tensions and articulations; Policies; Legal and Educational under the aegis of a refracted habitus
of a cultural and economic field whose agents with autonomy to establish the rules compete between a
Eurocentric cultural hegemony and codified by the capital code, disputing space with intercultural
diversity under the eyes of culturally differentiated peoples. This process has implied advances and
setbacks between regulatory and regulatory laws in what forms and shapes the organic and reliable
construction of an education based on school knowledge – ancestral – and, notably, anti-racist.
Keywords: Quilombola Education. National Curriculum Guidelines for Quilombola School
Education. State of Pará.
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ANDRESSA DA SILVA GONCALVES
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This research was part of the line of research 'Education in the Amazon:
educator training, pedagogical praxis and curriculum' in the Postgraduate Program in
Education in the Amazon (EDUCANORTE) and its theme and object was the northern
curricula reformulated by the National Common Curriculum Base. The general aim of the
work was to analyze how the curricula in northern elementary school incorporate the
guidelines of the National Common Core Curriculum (BNCC), especially those relating to
ethnic-racial relations in the teaching of history. Among the specific objectives were: 1) To
highlight the structure of the BNCC and northern curricula; 2) To reflect on the specialized
literature related to the pillars of the work: BNCC, Curriculum and History Teaching; 3) To
identify the place of regional specificities in history teaching in northern curricula guided by a
unified Base; 4) To detail the composition of the narrative focused on regional history in state
curricula; 5) To assess the insertion of ethnic-racial themes in history teaching in state
curricula. Through this incursion, we argue that the state curricula of Acre, Amapá,
Amazonas, Pará, Rondônia, Roraima and Tocantins follow the homogenizing logic of the
BNCC to varying degrees, which is reflected in the approach to Amazonian identity, which
includes regional history and ethnic-racial formation. In this sense, these dimensions are
addressed in the curricula analyzed based on the neoliberal and neoconservative premise
professed by the BNCC, which supports not only Eurocentrism, but also Southeastcentrism.
In this sense, we argue that the northern curricula do not fulfill their function, which is to
guarantee 40% of the diversified part of their curricula. Since, in addition to the small and
superficial inclusion of regional history and ethnic-racial relations, they also sideline these
spheres in favor of the hegemony of the agency, culture and history of Europe and the Southeast.
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Data: Feb 29, 2024
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Show resume
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BNCC; History Teaching; Ethnic-Racial Relations; Northern Region Curriculums..
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