This work seeks to investigate the intertwining of the following theoretical fields: active methodologies (AM) and high school curriculum, understanding that education at this stage needs to be concerned with forming autonomous and critical beings. Our conception of student autonomy is based on Kant and Freire, on rationality and freedom to overcome the heterenomies imposed in authoritarian educational models. We are also based on Morán's precepts, especially when stating that every teaching method, when promoting student protagonism, is active. With our investigative views instilled in these theoretical meanings, we analyze the scientific productions that have AM and the high school curriculum at the core of their research, seeking to answer the research problem: how AM is linked to the high school curriculum in theses and dissertations from Brazilian postgraduate education programs, present in the CAPES Catalog of Theses and Dissertations, from 2013 to 2022? Therefore, the general objective emerges that seeks to analyze and describe how such productions have been addressing MA and high school curriculum, in the period from 2013 to 2022. To fulfill the objective, we carried out a bibliographical research, of the State of the Art type, with an approach qualitative and quantitative, treating data obtained through Laurence Bardin's Content Analysis technique. 22 dissertations and 21 theses were selected, totaling 43 works. From the analyzes carried out, 4 categories emerged: Cat. 1 - Production of theses and dissertations by region and year; Cat. 2 - AM concepts covered in theses and dissertations; Cat. 3 - Types of AM identified in theses and dissertations; Cat. 4 - Curriculum Concepts in theses and dissertations. As a result, it is highlighted, in the analysis of categories 2 and 3, that the productions discuss MA limited to models already presented in the literature and present perspectives more associated with learning and creativity, being 62.8% of the total works, while 37 .2% approach AM from perceptions more focused on autonomy, emancipation and criticism. The theoretical constructs outlined in this work are close to a conception of MA aimed at stimulating critical reflection, autonomy and student protagonism, based on this we define a perception called Active Emancipatory Methodologies. The works that address AM with a focus on autonomy, emancipation and criticism come close to this perception, as they point to active methods as ways to make teaching and learning processes more reflective. In Category 4, we observed both approximations and distances regarding discussions regarding the epistemological field of the curriculum, which expressed the need for greater theoretical depth when researching the high school curriculum. We conclude that the production of theses and dissertations can present more critical positions regarding the adoption of MA to the high school curriculum, without viewing such methods through invariable definitions or as the solution to existing problems at the stage, but as alternatives that can be integrated to curricula, to encourage student protagonism, autonomy and critical reflection.

The present work focuses on analyzing the role of the School Council (CE) as an instrument of participatory management in school management, in the context of the municipal education network of Barcarena (PA), specifically in the Escola Municipal de Ensino Fundamental Mortigurass, considering the scope between the years 2018 to 2020. The school space that is the focus of this research presents itself differently from other public education units in the city of Barcarena (Pa), as it is the only one to achieve the goals set out by IDEB repeatedly in all its editions. In this sense, the question that addresses our research problem would be: How does the School Council participate in the management of the Escola Municipal de Ensino Fundamental Mortigurass? This study seeks to understand how the collegiate participation process took place in the express period, together with school management, and what was its contribution to the results obtained. We will adopt qualitative research, of the case study type, and will use as data collection instruments, literature review, document analysis, and field research through semi-structured interviews that will be applied to CE members. The results of research of this nature will allow us to present and understand the importance of CE as a relevant and necessary instrument for school management, as it includes actors from different segments, being able to recognize the school space from their place of speech, giving new perspectives and pointing out new challenges.

This research presents the Full-Time Educational Policy as its object of study. This is a qualitative research, of the Case Study type, aiming to analyze the implementation of the Full-Time Educational Policy of the government of the state of Pará, from 2016 to 2019, from the perspective of students graduating from public schools. of elementary education. It is a challenging topic and of great social and academic relevance, as it is a training process that requires the development of subjects in all their dimensions – intellectual, physical, emotional, social and cultural, therefore, for a study on this educational format A type of research was selected that values experiences and translates individual and collective ideas and perceptions of participants. The theoretical basis is supported by Cavaliere (2009); Menezes (2012); Pena (2000); Oliveira (2013); Coelho (2014); Guará (2009); Mol (2020); Paro (1988); Arroyo (2015a, 2015b). The time frame from 2016 to 2019 is justified by the length of time students spent in school full-time throughout their elementary education. In addition, the interruption of this offer in 2020 and 2021 was considered due to of the Covid-19 pandemic that made it impossible to continue full-time pedagogical activities. Data collection included the application of an individual questionnaire to graduates, establishing discussion and analysis of their considerations about the importance of having attended school full-time. Finally, the research results showed that the Full-Time School was valued by students, but requires greater investments from the public authorities to ensure better coordination between the activities offered, aligning with the effectiveness of comprehensive and inclusive training by recognizing the uniqueness of the subjects, in a democratic educational project, which ensures quality education for everyone.

Keywords: Educational Policy. Full-Time School. Graduates.

Esta pesquisa foi desenvolvida no curso de Mestrado do Programa de Pós-Graduação em Currículo e Gestão da Escola Básica (PPEB/UFPA). Tem como tema “o que narram as crianças sobre os espaços escolares”. O objeto de investigação refere-se as relações das crianças com os espaços de uma Unidade Pedagógica de Educação Infantil a partir de suas narrativas. A pesquisa se desenvolveu visando responder a seguinte questão central: O que revelam as narrativas das crianças de uma Unidade Pedagógica de Educação Infantil em Belém sobre as relações que estabelecem no e com os diferentes espaços da instituição onde estudam? Este problema se desdobrou nas seguintes questões norteadoras do estudo: O que narram as crianças da Unidade Pedagógica sobre suas vivências nos diferentes espaços dessa instituição? E que sentidos as crianças atribuem aos diferentes espaços que constituem a Unidade Pedagógica? Diante das questões explicitadas o objetivo geral consistiu em: Analisar o que revelam as narrativas das crianças de uma Unidade Pedagógica de Educação Infantil em Belém sobre as relações que estabelecem no e com os diferentes espaços da instituição onde estudam. De forma mais específica o trabalho objetivou: identificar, a partir das narrativas, as vivências que as crianças possuem dos diferentes espaços e compreender os sentidos que as crianças atribuem a esses espaços. A pesquisa é qualitativa, do tipo etnográfica. O processo de escuta das narrativas infantis se deu através de uma roda de conversa, aula-passeio, desenho além de, observação participante em uma Unidade Pedagógica do Município de Belém, onde colaboraram com a pesquisa uma turma do Jardim II composta por 25 crianças. Os dados foram analisados através da técnica de análise de conteúdo e triangulados com base nos seguintes autores Corsaro (2011), Sarmento (2003); (2004), Horn (2004), Forneiro (1998) e Furlanetto; Passeggi; Biasoli (2020) entre outros. As narrativas infantis trazem três espaços com sentidos definidos que são a sala de aula: espaço do estudar; a quadra: espaço do brincar e a diretoria: espaço da punição/controle. Estes sentidos são atribuídos a partir das vivências que as crianças tem em cada um deles. Assim narram a sala de aula como um espaço-ambiente de ensino-aprendizagem sistemático, onde realizam, através dos objetos presentes nela, suas ressignificações com o objetivo de brincar. A quadra é o espaço do brincar, retratado por uma brincadeira específica que era bola/futebol, mas com regras e tempos definidos pelo adulto-professor. E a diretoria espaço-ambiente onde vão as crianças que não se “comportam”. Perante as regras institucionais, as crianças com suas culturas de pares, realizam ajustes secundários afim de burlá-las, em um movimento ao qual denominamos Rotas de fuga visando correr pelo espaço escolar. Manifestaram ainda, desejos voltados para essa instituição, a maioria ligados ao seu direito de brincar, como ter um parquinho e outros voltados para a melhoria em sua estadia na instituição escolar, como ar condicionado, paredes pintadas com cores alegres e armários. As narrativas infantis demonstram a competência das crianças para falarem de si e do mundo, e como a cultura escolar parece ignorar as características próprias cultura infantil, como o brincar. A escola da infância precisa compreender a cultura infantil e reconhecer as crianças como seres de fala competente visando a construção de uma escola dialógica e que respeite os direitos infantis.

The present dissertation called Balé folclórico da Amazônia-BFAM: the contributions of the company to the Curriculum of the Basic School has as its main objective to analyze the historical process of the company as well as its contributions as an educational tool, for the teaching-learning process, in the school. Starting from the research of printed and iconographic (photographic) and bibliographic documental sources. Based on a qualitative approach and using the method of bibliographic research, the work is guided by the following questions: what knowledge does the company offer for the teaching-learning process, through dance, and what are the factors that have made it difficult to recognize the company as the production of knowledge in basic education? This research has as its object of study the dance company Balé folklorico da amazonia-BFAM, an artistic organization active in the area of dance and music that disseminates the manifestations of Amazonian culture to Brazil and the world, for understanding that basic education is still it is devoid of studies that point out art as an educational tool capable of promoting the construction of knowledge in the school environment.

The main objective of this study is to understand the process of building the Municipal Education Council (CME) of Bragança-Pá from 2010 to 2020, as a body that regulates education and as an instance of participation and social control. The analysis is based on municipal law No. 4,042 of 2010, which created this body, and Law No. 4,476 of 2015, which regulated the organization of the Education System of the Municipality of Bragança-Pá, as well as institutionalizing the CME. This study aims to bring to the academic debate and to the general public knowledge of what the Bragança-Pá Municipal Education Council is, how it works, and when it emerged in time and space, to investigate it as a collegiate body for education and the participation of collective social subjects. The research is qualitative and is bibliographical and documental. The sources used in this text include minutes, reports, laws, resolutions, and testimonies, which served as the corpus of the research. The theoretical framework is based on the reflections of Cury (2006) who helps us describe and analyze the functions and foundations of the Education Councils in Brazil and Bordignon (2020) who, in turn, supports us in rethinking the trajectory of the education councils in Brazil and Dourado (2013) who discusses the obstacles to the realization of the right to education, in the face of which it is necessary to establish the National Education System (SNE). The research resulted in details of Law No. 4.042/2010, which created the CME, and Law No. 4.476/2015, which implemented it through the Municipal Education System, as well as the challenges in its institutionalization process. It also pointed out the difficulties, from the point of view of the councilors and the point of view of the municipal management, in creating and making this body effective from the perspective of democratic management in the municipality of Bragança.

Esta dissertação se propõe a realizar o estudo das políticas educacionais da gestão municipal de Ananindeua-PA destinadas ao atendimento escolar da população das Ilhas desse município, em especial a Ilha João Pilatos. A presente pesquisa dialoga com um cenário no qual a educação direcionada aos povos das águas vem sendo objeto de investigações nos últimos anos por ocasião de ações descontextualizadas do contexto ribeirinho. Dessa forma, a pesquisa tem como objetivo geral analisar como a gestão municipal de Ananindeua atende às demandas educativas dos povos ribeirinhos. Já os objetivos específicos são: a) analisar as políticas educacionais do Ensino Fundamental dos anos iniciais destinadas às comunidades ribeirinhas; b) verificar como acontece o atendimento ao Ensino Fundamental para os anos iniciais na escola ribeirinha; e c) compreender a percepção da comunidade escolar acerca do atendimento educacional desenvolvido na Ilha João Pilatos. O percurso metodológico foi organizado com base na abordagem qualitativa, com a delimitação e a formulação do problema, definidos em interface com a realização da investigação. Dessa forma, ocorreu inicialmente o levantamento bibliográfico e documental, a fim de aprofundar e construir um referencial teórico da temática investigada. Também se utilizaram a entrevista semiestruturada para obtenção dos relatos orais, as observações in loco e os registros fotográficos. A pesquisa se alicerça nas dimensões da Educação do Campo que se define a partir de seu lugar, dos saberes historicamente construídos, e dos conhecimentos científicos na sociedade em prol da defesa do direito dos povos do campo. O estudo demonstrou que as ações educacionais desenvolvidas pela gestão local não vêm contemplando as identidades ribeirinhas, bem como aponta a necessidade de ampliação das políticas educacionais para a garantia das condições de atendimento aos discentes que habitam a região das Ilhas de Ananindeua.

Esta pesquisa se insere na temática da educação especial na perspectiva da educação inclusiva nas instituições especializadas e se propôs a responder a seguinte questão de investigação que implicações à gestão do currículo a perspectiva inclusiva trouxe para a realização do Atendimento Educacional Especializado no CAEE Professor Lourenço Filho?  para tanto, destaco como objetivo geral analisar que implicações à gestão do currículo a perspectiva inclusiva trouxe para a realização do Atendimento Educacional Especializado no CAEE Professor Lourenço Filho. Os objetivos específicos foram: identificar de que forma o Projeto Político Pedagógico do CAEE Professor Lourenço Filho prevê a organização e gestão do currículo para a realização do Atendimento Educacional Especializado no contexto da Educação Inclusiva; e identificar se a gestão curricular desenvolvida pelo CAEE Professor Lourenço Filho garante a transversalidade do Atendimento Educacional Especializado e sua articulação às especificidades dos sujeitos atendidos oriundos de diferentes escolas. A metodologia utilizada nesta pesquisa teve uma abordagem do tipo qualitativa do tipo estudo de caso, primeiramente foram realizados levantamentos de documentos junto a instituição lócus, como: Projeto Político Pedagógico e Plano de Ação do CAEE Professor Lourenço Filho, e posteriormente, foi realizada uma entrevista semiestruturada com os seguintes sujeitos: duas professoras atuantes no Atendimento Educacional Especializado do CAEE Professor Lourenço Filho. A pesquisa foi desenvolvida em três etapas, sendo: revisão bibliográfica, coleta de dados (documentos e entrevista semiestruturada) e análise dos dados. A análise de dados foi realizada a partir da técnica da análise de conteúdo com base nos estudos de Franco (2005). De acordo com Roldão e Almeida (2018) a gestão do currículo tem como pressuposto as tomadas de decisão referentes a diferentes campos, desse modo, a partir da análise dos dados destaco como categorias temáticas desta pesquisa: organização do currículo; organização do espaço-tempo; e avaliação. Tais categorias emergiram do tratamento dos documentos e das entrevistas semiestruturadas, tendo como base o referencial teórico do campo do currículo e gestão do currículo. Como resultados obtidos, depreende-se que a gestão do currículo do CAEE Professor Lourenço Filho se dá a partir de diferentes aspectos. No que tange a organização do currículo, o Atendimento Educacional Especializado do CAEE está organizado a partir de 7 núcleos de atendimento especializado a partir de diferentes áreas do conhecimento. Quanto a organização do espaço-tempo, o CAEE oferece atendimento nos turnos da manhã e tarde e os alunos ficam em média 40 minutos/1 hora por atendimento. Para o encaminhamento dos alunos com deficiência aos núcleos de atendimento, os alunos passam por uma avaliação de anamnese com psicopedagogos para verificar suas necessidades e potencialidades. Com relação a transversalidade, a partir das entrevistas das professoras, compreende-se que não há transversalidade entre o CAEE Professor Lourenço Filho e a escola regular em que os alunos com deficiência têm primeira matrícula.

A presente dissertação objetiva analisar um Movimento Social por moradia que ocorreu no início dos anos de 1990 em uma área urbana conhecida como Parque Amazônia da Terra Firme, na cidade de Belém do Pará, buscando compreender sua interface com a implementação de uma escola municipal caracterizada pelos seus idealizadores como uma Unidade Educacional para o Desenvolvimento Sustentável. A questão levantada buscou responder à seguinte indagação: de que maneira a participação do movimento social exerceu sua atuação ao tencionar o poder público local na efetivação de suas demandas educacionais escolares? Neste contexto, observa-se que o Movimento Social Parque Amazônia de caráter popular, mobilizou-se por diversas políticas públicas, em específico a educação escolar direcionada aos filhos e filhas de trabalhadores locais que se consolidou em 1996, com a construção da escola básica pública denominada “Escola Parque Amazônia da Terra Firme”. Houve as manifestações, diálogos e negociações do movimento frente ao poder público municipal da época pela exigência deste importante direito ancorado na Constituição Federal de 1988. Apesar do objetivo alcançado da construção da escola, o movimento não teve todas as suas demandas garantidas, principalmente em relação a uma formação promotora da emancipação dos sujeitos educacionais na busca por uma efetiva sociedade democrática, justa e igualitária. Metodologicamente buscou-se implementar uma pesquisa qualitativa de campo, com observações in loco, uso de imagens fotográficas, entrevistas com moradores que protagonizaram esse movimento, recolhimento de informações documentais no âmbito da própria escola e em jornais da época que repercutiram essa conjuntura social e política do período. As análises do corpus da pesquisa estiveram pautadas nos pressupostos do materialismo histórico e dialético, utilizando-se para isso um referencial teórico acerca da relação entre Movimento Social e Educação escolar (GOHN 1994, 2012; GADOTTI, 2010; ARROYO, 2012; PARO, 1995; SAVIANI, 2019; FERNANDES, 2008, dentre outros). A pesquisa mostra-se relevante na medida em que centraliza sua intencionalidade acadêmica nas relações entre a organização social urbana na cidade de Belém e a promoção de uma proposta de educação básica pública, com um claro viés social trazido pelo próprio movimento, o qual reivindicava moradia, mas também escola, saúde, lazer e outros equipamentos sociais necessários ao desenvolvimento humano e coletivo da cidade. Tem-se a seguir um conjunto de exposições e análises desse processo, suas mediações e seus aspectos vividos hodiernamente, considerados aqui como necessários à compreensão dos problemas escolares locais e sua relação com a comunidade do Parque Amazônia da Terra Firme no município de Belém. Os resultados destacam que a Escola Municipal de Educação Infantil e Ensino Fundamental Parque Amazônia, inicialmente, apontou para uma possibilidade de implementação crítica de uma educação popular. Todavia, seu processo existencial real, tensionado pelas conflitualidades próprias do campo político, foi tomando colorações diferentes até chegar nos dias atuais. Também, os dados analisados possibilitam inferir que o Movimento Social Parque Amazônia não é mais organizado, contudo existem algumas lideranças que foram pertencentes a ele que continuam lutando por políticas públicas para a Comunidade e pela existência da “Escola Parque Amazônia” para a população local.

O presente trabalho disserrtativo objetiva analisar como a Avaliação do Sistema de Ensino SAEB E SISPAE têm impactado na gestão da escola pública em Tomé-Açu/PA, e se tornado subsídio para a geração de políticas  públicas para a educação municipal. Desse modo, com base na discussão apresentada, define-se como problema da pesquisa: Como a gestão escolar e o trabalho docente tem sido impactados pelas políticas públicas educacionais desencadeadas pela Secretaria Municipal de Educação de Tomé-Açu, a partir dos resultados dos discentes apresentados no SAEB e SISPAE? 

This dissertation aims to investigate, based on teachers' representations, the relationship between the use of Active Methodologies (AM) and the development of student autonomy in Primary Education I (EF I), with epistemological roots in Complexity theory, and with reference to the work developed in the School of Application of the Federal University of Pará (EAUFPA), a federal public school institution of basic education in the Amazon. The methodology adopted was a descriptive case study, divided into two investigative steps: documentary analysis and field research, through semi-structured interviews with nine teachers of EF I - EAUFPA. The data analysis was performed with the aid of the software IRaMuTeQ®. With the results obtained in the second stage, it was possible to establish comparisons and connections between the curriculum in action, through the descriptions of teachers about what has been developed in the school environment, and the curriculum prescribed in the Pedagogical Project (PP) of the School, analyzed in the first stage. Innovation, at EAUFPA, is one of the principles that guide its objectives, purposes, mission and pedagogical design, as denoted in its PP. The answers of the teachers interviewed point to perceptions that indicate this innovative, participatory and experimental character of teaching practices developed in school, the break with traditional pedagogies, the practice and encouragement of dialogue, solidarity, individual and collective learning in a challenging, differentiated, welcoming, as well as the intentionality in developing the autonomy of students through the educational activities carried out. Among the innovations highlighted in the reports, two refer to conceptualizations about MA: the use of games as teaching and learning strategies, and the development of interdisciplinary educational projects. The first is related to Game-Based Learning (GBL), and the second, to Project-Based Learning (PJBL). Thus, the results show that teachers use MA in the development of activities, however, due to the lack of theoretical and epistemological deepening on the subject, some are unaware that they already work with MA, making clear the need for theoretical and practical appropriation on this theme. Autonomy, in turn, is configured as a central element in the speeches of most of the interviewed teachers, being noticeable that, when dealing with the autonomy of the student, the autonomy of the teacher himself emerges in the discussions. Thus, the importance of autonomy as a process and educational purpose is highlighted, in the broader perspective of the development of every human being. The data obtained in this work also point to the recognition that the MA constitute pedagogical differentials for the promotion of student autonomy in the teaching and learning process, by means, mainly, of the collaborative performance among peers, the experiences and experimentation in the search for solutions in problem situations, the development of cognitive strategies, critical capacity and reflection on the practices (of teachers and students), the stimulus to constructive processes of action-reflection-action, which arouse the curiosity of students before facts and phenomena, and the feelings of engagement aroused in them.

The object of this research is to study the future perspectives of adolescents and young people in juvenile detention, articulated with the value that human rights and education can contribute to the construction of a successful life path. My presence in the reality of Socioeducation occurred through the work done at FASEPA, which contributed to consolidate my interest in investigating the theme, together with the teachers who work in that socio-educational space. The experience lived in the institutional context destined to the fulfillment of the socio-educational measures of internment, allowed me numerous times to participate in evaluation hearings in which, recurrently, the judge asks the youth: What is your life project? What do you expect for the future? This the future perspective of young people serving a socio-educational measure in detention for the teachers of the Antônio Carlos Gomes da Costa School. The methodological path is based on the assumptions of the qualitative approach (LUDKE & ANDRÉ, 1986), since it seeks to appropriate the natural environment where the educational phenomenon occurs, in this case, the context of the socioeducation, as a locus of description of the concrete reality, through bibliographic research, complemented by field research, with the use of questionnaires containing open and closed questions to be applied with the teachers who work in the socioeducation. The results of a research of this nature will allow us to understand which convictions were built by the teachers, whether based on common sense, whether related to their personal beliefs, whether linked to their academic background or other possible references, and whether these convictions interfere in their pedagogical practices, having as a parameter the elements that are the basis of the educational legislations in the sense of the recognition of this right.questioning by the judge and also by other professionals who work in juvenile detention centers, made me anxious to investigate and seek answers to the possible or not, future perspectives that the youth project for themselves. Thus, I chose the following research problem: what do the teachers at the Antônio Carlos Gomes da Costa School express about the future perspectives of young people serving a socio-educational measure in a juvenile detention regime? Based on this question, I have chosen the following general objective To understand the meaning of 

This research seeks to analyze the Operational Guidelines for Youth and Adult Education of 2021, whose elaboration was justified by the need to enable the National Common Curricular Base for the modality of Youth and Adult Education, considering the school as a place of formation for democracy and problematizing the influence of the political context in the proposition of educational policies, after the coup of 2016. To support the discussion, it is proposed a reflection on the Brazilian democratic process, parallel to a look at the character of public policies developed in this process, culminating in the legal-parliamentary coup of 2016, which resulted in the impeachment of President Dilma Roulself, the rise to the Federal Government of a political group linked to a liberal and conservative ideological bias, and consequently to public policies with this character. The analysis is guided by the Gramscian conception of democracy, based on Coutinho (1992; 2004), who defends the concept of working-class hegemony as a path to democracy, while pointing out the need to train citizens for this purpose through school education. It was defined, in the elaborations of Maria Victória Benevides (1996) and Vitor Paro (2000), the necessary elements to analyze the Operational Guidelines in question, under the viewpoint of "Education for Democracy", for adding to the curricular formation in Basic Education, values, principles and democratic practices observed as indispensable to the construction of a democratic and participative society. The study in progress proposes a critical look at the object of study, based on the Policy Cycle approach, formulated by Ball and Bowe (1992) and Ball (1994), with the help of other scholars who have been applying this approach in research on educational policies that highlight, in their methodological process, the context of the policy-making, the context of the policy text and the context of the practice of this policy, with the various aspects that go through these contexts. At first, it is possible to verify the relativization of democracy, the Democratic State of Law and its instruments, reflected in the governmental structure after the coup, limitation of public investments in social policies, among them the educational policies, and to infer the elaboration of new educational policies that can weaken the right to an education for democracy.

Teaching Biology in Basic Education (EB) has the function, as well as all other knowledge based on our legislation, to train for citizenship, work and further studies, however, are schools, their curricula and teachers promoting citizenship education , effective and democratic? Marked by degrees of decontextualization, memorization, repetition and bookish character, the teaching of the discipline needs to be reviewed. Therefore, this research has the general objective: To analyze the teachers' perceptions about the Biology Curriculum and the use of Pedagogical Innovations (IP) and Active Methodologies (AM), as well as to understand whether their use has made the teaching-learning of the discipline of Biology at the School of Application of the Federal University of Pará (EAUFPA) dynamic. As a methodological path, we listed the qualitative approach, aligned with the phenomenological method and the type of research chosen was the intrinsic case study, we also emphasize that as data collection techniques we used the EAUFPA documents as the first step configured through a documentary step of the research and later a field research that comprised semi-structured interviews with 5 professors of Biology at EAUFPA. With regard to the results obtained, we highlight that the institution's documents show numerous traces of the use of IP and AM, seeking to develop them with a view to promoting a libertarian, critical education and the integral formation of students. Regarding the teachers' interviews, we were able to identify that the educators' perceptions of the curriculum have three distinct biases of thought; those of IP merge into two categories; MA only one, while Teaching Dynamic (ED) for only one too. It was also highlighted by the educators that the teaching practices developed by them are innovative and that the teaching of Biology at school is Dynamic. The research subjects highlighted that the different and vast ways of innovating are constituent elements of teaching at the institution and that through them dynamic learning is built, which for us is presented as a fundamental element for the promotion of powerful knowledge, as well as, instruments for reinventing teaching practices and reversing the roles of protagonism at school, allowing the learner to be the focus of the learning process and valuing educators and learners as autonomous subjects, seeking to subvert traditional practices that are so present and crystallized in Biology teaching.

Discutir sobre o processo de alfabetização e letramento destinado aos alunos público-alvo da educação especial configura-se como uma demanda premente considerando o grande quantitativo de alunos matriculados em instituições públicas brasileiras, neste sentido, alicerçamos o debate da educação inclusiva no campo da luta pelos direitos humanos numa tentativa de repensarmos a escola e suas funções para oferecer além do acesso, a participação e permanência assegurando a formação integral dos alunos enquanto sujeitos. Dessa maneira, definimos como objeto de investigação: “O estado do conhecimento acerca da alfabetização e letramento de alunos com deficiência intelectual em dissertações e teses produzidas entre 2010 e 2020”. Para este intento, definimos como problema de investigação: O que revelam as teses e dissertações sobre alfabetização e letramento de alunos com deficiência intelectual produzidas entre 2010 e 2020? Este problema se desdobra em duas questões norteadoras: 1. Quais pressupostos teóricos fundamentam as teses e dissertações sobre alfabetização e letramento de alunos com deficiência intelectual? 2. De que forma as pesquisas sobre alfabetização e letramento de alunos com deficiência intelectual são abordadas nas teses e dissertações desenvolvidas entre 2010 e 2020? Para tanto, esta pesquisa tem como objetivo geral: Analisar o estado do conhecimento acerca da alfabetização e letramento de alunos com deficiência intelectual em dissertações e tese produzidas entre 2010 e 2020. Esta dissertação se delineia a partir de uma abordagem qualitativa, bibliográfica do tipo estado do conhecimento e como técnica para coleta de dados utilizamos a análise de conteúdo. As análises se debruçaram sobre aspectos de contextualização, os quais revelaram o quantitativo de vinte (dissertações) e seis (teses), tais números evidenciam um baixo quantitativo concentrado na região sudeste o que revela a pertinência de ampliação desta discussão para as demais regiões do país; enquanto que os aportes metodológicos demonstraram que muito ainda precisa se avançar no que se tange a metodologia científica, haja vista, que dos 26 trabalhos apreciados, sete não informaram a abordagem que apoiava sua pesquisa, onze não apresentaram a técnica utilizada; e quatorze não esclareceram a técnica empregada para suas análises. Sobre os aportes teóricos, estes evidenciaram que cerca de 34,62% das pesquisas aplicam ou defendem a utilização da consciência fonológica como requisito para aprendizagem da leitura e escrita para alunos com deficiência intelectual; 23% realizam algum tipo de avaliação para identificar capacidades intelectuais dos alunos, considerando pressupostos clínicos, os quais voltam-se para adoção e aplicação de testes quantitativos para aferir os níveis de inteligência. e aproximadamente 38,46% discutem este processo vinculados a uma concepção histórico-cultural pautados em autores como Vigotski e Luria para discutir sobre processos de mediação, interação e troca com o meio social, meios estes que favorecem o desenvolvimento para atividade cultural da leitura e da escrita.

A presente pesquisa tem como tema as salas de recursos multifuncionais para o atendimento educacional especializado. Com programa de implantação de SRM em todo o país, com o intuito de apoiar o AEE garantindo condições de acesso, aprendizagem e participação do aluno em classes regulares, a mesma precisa estar constituída por recursos pedagógicos que favoreçam a organização, o funcionamento e a realização de ações e atividades que colaborem para o processo de aprendizagem do sujeito. Diante disso, o objeto de estudo são as condições de funcionamento das SRM da rede municipal de Belém, com o propósito de responder ao seguinte problema de pesquisa: Quais as condições de organização e funcionamento das SRM de três escolas da Rede Municipal de ensino para a oferta do AEE? Tal problema se desdobrou nas seguintes questões norteadoras: Que estruturas física e material configura cada uma das SRM lócus de investigação? Como se dá a organização do atendimento educacional especializado nesses três diferentes espaços? Quais suportes os professores do AEE dessas três SRM recebem para a realização do atendimento junto aos alunos público-alvo? O objetivo geral desta pesquisa é analisar as condições de organização e funcionamento das SRM de três escola públicas municipais de Belém/PA. A metodologia deste estudo se fez numa abordagem de pesquisa qualitativa, por meio da pesquisa de campo tem como instrumento de coleta de dados a realização de entrevista semiestruturada com três professoras que atuam nas SRM da rede municipal de ensino de Belém. O tratamento dos dados foi feito a partir da análise do conteúdo, processo do qual foram construídas as categorias de análise, a saber: organização do espaço e tempo do AEE em SRM, planejamento e formação. Como resultado foi possível identificar que os espaços definidos para funcionamento das SRM ainda possuem condições precarizadas e escassez de material; o tempo para articulação com o professor da sala regular é quase inexistente e para a realização do AEE possui uma estrutura padrão de atendimento predominantemente individual. Contudo, são garantidos tempos para a organização do planejamento e para a participação nas formações continuadas.  

A presente dissertação objetiva analisar a política pública municipal que instituiu a Rede de Unidades de Educação para o Desenvolvimento Sustentável (RUEDS) no município de Belém, durante a gestão Hélio Gueiros (1993-1996). A questão da pesquisa é: em que medida se pode afirmar que a RUEDS representou uma inovação educacional no município de Belém? A investigação se debruçou sobre o contexto da primeira metade da década de 1990, período da institucionalização das Unidades. Para isso, realizamos um debate teórico a partir de dados da história e memória recente dessa política governamental belenense do período, com a análise de documentos e pesquisa bibliográfica, em uma abordagem qualitativa e mediada pelo referencial teórico mobilizado. Como uma das conclusões gerais a que chegamos, vemos que educação sob a lógica de desenvolvimento sustentável foi inserida nas escolas com uma visão de inovação educacional, a qual se materializou em estratégias mercadológicas e neoliberais presentes no planejamento estratégico das ações governamentais que deram origem ao Subsistema de Educação para o Desenvolvimento Sustentável. A inovação educacional em maior evidência nessas ações se refere a uma concepção humanista moderna tanto em decorrência da organização educacional e metodológica, que priorizou as modificações dos espaços, quanto pelas finalidades do ensino, que secundarizou uma Educação Ambiental crítica e a emancipação dos sujeitos em favor de uma sustentabilidade voltada para atender às demandas do mercado.

This dissertation aimed to analyze the process of disciplining the teacher performance in the primary school in Pará between the years 1890 and 1896, through the identification of the teacher's representation in the educational legislation and the legal provisions that regulated the control and inspection of the action. teacher in the studied period. We used, as research sources, the Teaching Regulations published between 1890 and 1896 and the public instruction report of 1890. These documents were collected in the Public Archive of the State of Pará (APEP) and in the Arthur Vianna Public Library (CENTUR). In the treatment of the collected data, we used the content analysis technique of Franco (2018). To compose our theoretical framework, we used authors such as Carvalho (1990), Napolitano (2018), Mota and Lopez (2015) who approach the political, economic and social context of Brazil at the beginning of the 20th century, Sarges (2010) who addresses the reurbanization process that reached the city of Belém, in addition to Foucault (2014) who investigated the disciplinary power relations intrinsic to the educational process. In our research, we found that an important dimension of the management of public education in that period was the attempt - explicit - to impose a pattern of behavior on teachers through regulatory devices that acted in this sense, and that were supported by disciplinary instruments such as surveillance , sanction and examination.

The aforementioned study has asits object the Education of Ethnic-Racial Relations, in the initial training of teachers for Basic Education, of the IFPA Pedagogy degree course. General objective: To reflect on the treatment given to Ethnic-Racial Relations in the initial training of teachers for Basic Education, in the curriculum of the degree course in Pedagogy; as specific: a) to elaborate the profile of the authors who produce on Initial Teacher Training and the Education of Ethnic-Racial Relations of academic productions in dissertations, theses and articles in the time frame of 2015-2020, b) to identify how the Education of Ethnic-Racial Relations has been incorporated in the initial training of future teachers who will work in Basic Education - early years of Elementary School. The objectives intend to answer the following question: what is the treatment given to ERER in the initial training of teachers for Basic Education in the curriculum of the Pedagogy course of the Federal Institute of Education, Science and Technology of the State of Pará - IFPA? To this end, it is methodologically supported by Laurence Bardin (2016), for the analysis of the content of the data collected, the review of the bibliographic literature of academic productions in dissertations, theses and articles in the period 2015-2020, as well as the documents: Institutional Development Plan and Pedagogical Project of the Pedagogy Degree Course at IFPA, Campus Belém. The study was supported by the main contributions of the specialized literature: Bernardete Gatti (2009, 2011, 2019); Ilma Veiga (2013, 2019); Wilma Coelho (2009, 2012); Wilma Coelho and Mauro Coelho (2018, 2019); Wilma Coelho, Kátia Régis and Carlos Silva (2020). To reflect on the scientific field, the conceptual notions of Pierre Bourdieu (2004) were used. About the curriculum, the contribution Ivor Goodson (2018, 2020). It is concluded that the IFPA, Campus Belém, has stood out in the implementation of Law nº 10.639/2003 in the spaces of teacher training for Basic Education, and has been positively expanding the discussion about ERER in the curriculum of the course of degree in Pedagogy, through the expansion of the workload of the curricular component Education for Ethnic-Racial Relations.

KEYWORDS: Basic Education; ERER; degree in pedagogy.

There is a need for methodological changes in the Basic School to face the challenges of teaching, especially in the English Language discipline. The curriculum of this subject needs to be analyzed and thought about the possibilities that the Communicative Approach and Active Methodologies can offer. The research in question answered the following question: what is the relationship between the Social Representations of EAPUFPA teachers about teaching methodologies, pedagogical innovation and active methodologies? With the objective of revealing the relationship between the Social Representations of these teachers and the themes mentioned above, as well as discussing the importance of Active Methodologies in the curriculum of the English Language discipline. A case study was chosen to research a specific group of teachers who teach classes at EAUFPA, they are English language teachers and teach classes in High School. To collect the information, a semi-structured interview was used, they were carried out through Google Meet, then they were transcribed for the realization of Bardin's Content Analysis (2007) and the contributions of Moscovici's Social Representations (1961). The research also investigated the most recent National Education Plan (PNE), institutional documents of EAUFPA and discussed reforms in high school. Through the analysis, the importance of Active Methodologies in the discipline's curriculum became evident, the meanings present in the evocations revealed that teachers already use these methodologies with the Communicative Approach that help students in the learning process. Teachers emphasize the importance of the curriculum, in addition to highlighting that the curriculum must show the methodologies and approaches used, the context of the students and skills and competences that are in accordance with their reality. Innovation is important in this context, to present new ways of teaching, learning and sharing knowledge, so that students learn with active and innovative methodologies, learning to deal with problems, in a critical and autonomous way.

This is an academic ongoing work of the Master's Degree in Curriculum and Management at the Basic School, from the Center for Transdisciplinary Studies in Basic Education at the Federal University of Pará (PPEB / NEB / UFPA), entitled Formative Journeys of Counter-Reformation: An Analysis of the Teaching Flexibility. The research has the concept of flexible integration existing in the proposal of curricular flexibility through the formative journeys, as object posed by the founding discourse (official) related to a determined discursive formation and epistemological base. The issue comes from the contradictions of the counter-reformation, having as its theme the curricular flexibility and the problem: What epistemological perspective of flexible integration is present in the founding discourse of the documents of the counter-reformation? The main objective of this research is to analyze epistemological perspective of flexible integration present in the proposal for curricular flexibility through the training itineraries results in LAW 13.415/2017, in the and in CNCB/2018, considering the contradiction between processes of integration or Knowledge atomization. The used method concerns the Dialectical Historical Materialism developed by Marx and Engels, in order to understand the trajectory of the State's denial of the knowledge and rights of the laboring class; the way of data construction is done through bibliographical and documental research on curriculum flexibility and data interpretation, in the light of Discourse Analysis. We work with the assumption that this new high school mold causes the invisibility of education subjects and removal of their autonomy, as well as rights and knowledge, furthering the control and precariousness of the young workers formation, modeling the public school according to the rights and values of the business community.

The work presents as an object of study and as a title The Pedagogical Management of Full-Time High School in Abaetetuba/PA, in which it seeks to analyze the practice and organization of work in the context of the Policy for Promotion of Full-Time High School Education, taking as reference two main conceptions in dispute - the democratic and the managerial. It seeks to apprehend characteristics of the new public management model, which allows the public-private relationship, promoting changes in objectives, structure, organization and planning of school work. Anchored in the theoretical framework, it adopts a qualitative approach, using a case study, having as methodological procedures, bibliographic research, document analysis and interviews, which allowed the investigation and the following indications: a) the assumptions assumed by the educational policy Brazilian society are characterized as hybrids because they contain a democratic perspective of education but reinforce managerial strategies, formulating and implementing programs based on a partnership between the State and the Third Sector, which materialize the public-private relationship in the offer of full-time, in attendance to the called New Public Management, which disseminates ideas of deregulation and outsourcing, contradicting the perspective of a free public school with universal secondary education; b) the main concepts that influence pedagogical management in its function of organizing the work in the Pedagogical Political Project in the context of implementing Full-Time High School in the state of Pará, are characterized by processes of deregulation, outsourcing, control and accountability, following the national trend of Public Educational Policies; c) the lightened actions to implement the Policy to Promote Full-Time High School Education and the BNCC and its Training Itineraries after Law No. allowed the development of a school management work plan with time for study and appropriation of guiding documents for the organization of pedagogical work in a school in the municipality of Abaetetuba/PA, compromising the democratic process in the school with setbacks in aspects such as participation and autonomy, curriculum restructuring, process evaluation and in-service training.

Esta pesquisa foi desenvolvida no curso de Mestrado do Programa de Pós-Graduação em Currículo e Gestão da Escola Básica (PPEB/UFPA). Sua temática consiste nas “vivências de educandos cegos na escola básica, mediante a compressão da escola como espaço vivido”. O objeto de investigação refere-se à escola básica como espaço vivido por educandos cegos matriculados no ensino médio da rede estadual em Belém/PA. A pesquisa se desenvolveu em torno da seguinte pergunta central: Como os educandos cegos matriculados no ensino médio da rede estadual de ensino de Belém do Pará representam suas vivências na educação básica? Tal problema se desdobrou nas seguintes questões norteadoras: Que aspectos e/ou vivências são sinalizados como significativos, positiva ou negativamente, sobre a escola? Que expectativas os educandos cegos possuem sobre a escola a partir da sua vivência na educação básica? Diante das questões expostas, o objetivo geral da pesquisa consistiu em: Analisar, com base na compreensão da escola como espaço vivido, as representações de educandos cegos do ensino médio da rede estadual de Belém/PA sobre a escola, a partir de suas vivências na educação básica. De forma mais específica, o trabalho objetivou: Analisar os aspectos e/ou vivências sinalizados como significativos, positiva ou negativamente, sobre a escola; Investigar as expectativas que os educandos cegos possuem sobre a escola mediante sua vivência na educação básica. A pesquisa é de abordagem qualitativa do tipo descritiva e exploratória. Fez-se o uso de entrevistas semiestruturadas com três educandos cegos matriculados nos anos finais do ensino médio. A análise das entrevistas se deu através da técnica da Análise de Conteúdo. A dissertação consistiu em duas etapas principais. Na primeira, foi realizado o levantamento dos dados bibliográficos e documentais. Foi feito a demarcação conceitual do espaço vivido e como esse conceito se aplica na escola básica. Parte da coleta de dados foi sistematizada por meio das informações fornecidas pela rede estadual de ensino de Belém, com relação ao quantitativo de alunos e as escolas onde esses alunos estão matriculados. A segunda etapa dedicou-se à coleta direta de dados com os sujeitos envolvidos na problemática da pesquisa, desenvolvida mediante a realização das entrevistas. Os resultados da pesquisa demonstram a importância da concepção de espaço vivido para a compreensão da realidade da escola básica; os avanços nas políticas de inclusão e as fragilidades ainda presentes na escola básica para receber os alunos cegos. Desse modo, as representações dos educandos cegos sobre a escola são relevadoras da complexidade da sua própria realidade na escola. Os relatos dos alunos cegos não revelam posições extremas e absolutas, que poderiam se exprimir na caracterização da escola como algo essencialmente positivo ou negativo. Ao contrário disso, as representações dos educandos cegos são expositoras de uma escola contraditória, que consegue simbolizar a esperança e a inoperância, o prazer e a dor, a socialização e o isolamento, a inclusão e a exclusão.

The present research has as its object of study the Educational Assessment System of Pará (SisPAE) and the general objective is to analyze the implications of these results presented by students of the 3rd year of high school in the assessments applied by SisPAE, from 2014 to 2018, on the improvement of mathematics teaching at Escola Guamaense. The theoretical contribution was based mainly on studies by Luckesi (2011), Hoffmann (2019), Valente (2008), Souza (2011), Werle (2012) and Carvalho, Carvalho & Júnior (2016). Methodologically, a qualitative approach was chosen and, regarding the type of research, it is a case study. Documental analysis and field research were carried out, whose data collection instruments used were documental research and semi-structured interviews with mathematics teachers and pedagogical coordination. In the treatment of these data, we opted for content analysis from Bardin's perspective. It was found in this study that, from the 1990s onwards, a new approach to educational assessment was intensified in Brazil with the expansion of large-scale external assessments, whose characteristic was present in the set of educational reforms implemented since the 1980s. on an international scale. In the State of Pará, SisPAE was created in 2013, through the State Department of Education (SEDUC), whose main goal was to analyze the quality of education. However, the study revealed that at the national and state level, the state of Pará remained among the last states with insufficient proficiency in mathematics. In the Guamaense school, there was an evolution of this in the four editions of SisPAE (2014, 2015, 2016 and 2018), concluding that the school contributed to improving the performance of students in the 3rd year of high school in mathematics. In addition, in the internal evaluations of mathematics before, during and after the SisPAE there was no change in the results, because in the period in which the SisPAE worked at Escola Guamaense, its evaluation process did not impact the performance of the students in the periodic tests of mathematics in the school. school.

This research has as its theme the history of school geography, the object of study is the state of knowledge produced through dissertations and theses on the history of school geography in the empire. It is a literature search of the state of knowledge type and the analysis technique that is used is content analysis. We seek to answer the following problem: "what do the dissertations and theses on the history of Brazilian school geography reveal in the period of the empire?". Its main objective is to present the "state of knowledge" of dissertations and theses of Brazilian school geography in the Empire period, and to achieve this goal, I have specific objectives : Identify in the dissertations and theses found the approaches that were adopted by school geography during the period of the empire; To analyze the epistemic-didactic transformations that the teaching of school geography underwent during the period of the empire; and Analyze the geographic knowledge and didactic-pedagogical procedures that were adopted by the geography discipline, during the proposed period. It is justified by the need to reveal how school knowledge was organized and what were the processes of conflict and struggles that the construction of the geography curriculum was inserted in and it is also justified by the lack of studies on Brazilian school geography.

The present text had as object of study the Health at School Program, its guideline characterized by the intersectoriality in the municipal systems of Education and Health in the context of Altamira, Pará, in the period between 2008 - 2019. In this sense, it was traced as problematic: What are the possible convergences in the conceptual dimension in the intersectoral guideline, its actions and experiences developed in the municipal context that the integrality of the institutional efforts in the educational and health systems was carried out, in the care and development bias of children, adolescents, youth and adults in an integral perspective? To this end, the objective was to analyze the implementation of the Health at School Program, its characteristic actions of intersectoriality in the Municipal Systems of Education and Health in Altamira - Pará (2008 - 2019). Thus, three specific objectives were organized, which are: 1) the steps taken by the bodies of the municipal systems to implement the Health at School Program in Altamira-Pará are identified; 2) the participants' conceptions about the principles of the program's intersectoriality are verified and; 3) actions are sought from the perspective of the principles of the program's intersectoriality carried out in the Municipal Education Systems in Altamira. In carrying out this study, we opted for the qualitative approach with a documentary type research, organized in accordance with “the cycles of qualitative research”, subdivided into three stages: 1) exploratory phase; 2) fieldwork and 3) analysis of material based on experiences and documents (DELANDES; GOMES; MINAYO, 2009, p. 25 - 27). The conceptual element of public policy was characterized based on the intersectoriality that defines the interface of knowledge and practices in integrated planning, execution, monitoring and evaluations for analysis of actions, in view of the objectives proposed in the implementation of necessary moments, with a view to a collaborative result for the integral development of society (JUNQUEIRA, 1997). The study was structured in four chapters, plus the Introduction; Chapter I - Methodological Paths; Chapter II - Public Educational and Health Policies in Brazil; Chapter III - Implementation of the Health at School Program in the municipal Education and Health systems in Altamira-Pará in the period between 2008 - 2019; Chapter IV - Health at School Program and its contributions to basic public policies in Altamira's municipal education systems, followed by final considerations and references. In this format, it was understood that our dissertation will contribute to reinforcing the understanding of existing studies in scientific, academic and social production

This dissertation is the result of a research that aimed to analyze the educational contribution of electronic games in the Physical Education curriculum and in documents produced by professors from the UFPA Application School (EA-UFPA), with a view to searching for possibilities of transversality with the theme and gender education. The adopted methodology was the documental analysis with two investigative stages. In the first, the National Common Curricular Base (BNCC) and the Curricular Profile of the Physical Education Discipline of EA-UFPA were analyzed. In the second, the plans and activity records of 07 Physical Education teachers working at the school in the period from 2014 to 2020. The document analysis in its first stage showed the absence of a more in-depth and critical view of BNCC under electronic games and the gender theme, respectively. Analyzes of the Physical Education curriculum at EA-UFPA, showed that the document introduces electronic games as a sub-unit of game content and conceives gender as an important theme to be addressed in intersection with Physical Education knowledge at school. The data analyzed in the second investigative stage revealed the systematization of works with electronic games in various contents by teachers of Physical Education at EA-UFPA. However, despite the school's curriculum potentially indicating the proposition of activities with the gender guiding axis, the data analyzed in the planning points to the absence of systematizations that directly associate the object of knowledge electronic game and the aforementioned theme. The results achieved, therefore, place electronic games as an important object of knowledge in school Physical Education and an instrument conducive to formative work with gender issues through educational games (Serious Games and exergames). This indicates the need for the curriculum, in its different decision-making instances, to glimpse possibilities in this direction, reflecting on an educational work that allows students of the basic school to challenge the hierarchical body patterns of society with regard to the gender discussions that emerge from the act to play.

The study is the result of research on Education and Health, more specifically on the Management of the Health at School Program (PSE) in the Municipality of Tucuruí-Pa and the improvement of health and learning in the basic school. The objective was to analyze the way in which the management of the PSE in the municipality of Tucuruí has been carried out by the health education departments in the 2017-2018 and 2019-2020 cycles. We use as a method a qualitative approach and a Case Study type research. The methodological trajectory was divided into four phases: Exploratory Research, Bibliographic Research, Field Research, Treatment of the empirical material collected and analysis of the information obtained. In the data collection we collected several documents that were divided into 04 (four) groups: 1 - Documents of the Legal Base of the PSE; 2 - PSE Guiding Documents; 3 - Documents on Planning and Organization of PSE actions and, 4 - Documents on Monitoring, Control and Evaluation of PSE. In addition, 03 interviews were conducted. In the analysis and interpretation of the data, we used content analysis, based on the analysis units defined a priori, which are the following: 1. Organization of the Municipal Intersectoral Working Group (GTI-M); 2. Planning, monitoring and evaluation of actions; 3. Improving the quality of student health and learning. Results: we show that the Tucuruí PSE does not have GTI-M, which ended up harming participatory intersectoral planning and the management of financial resources that ends up being centralized in SMS. We also verified that the actions developed by the PSE are not evaluated, and there is no specific instrument for monitoring the actions of the PSE, being used to accompany the Program, the official monitoring by SISAB. The results, in terms of health, observed in students from schools in Tucuruí were on obesity, bullying, emotional and psychological problems, abortion, sexual abuse, self-mutilation, suicide, dental problems, on the hygiene of students and on drug prevention. The results in terms of learning in the students, were an improvement in the knowledge of the contents of the subjects. Final considerations: at first, we dialogued with the theoretical framework, which allowed us to capture important information and, among which, we verified that the management of the PSE must be organized and developed in an intersectoral way with the articulation between Health (Primary Care) and Education (Basic Education), so that all health actions at school in the municipality are developed by the Intersectorial - Municipal Working Group (GTI-M). This management model, proposed for the PSE, is so that the Program can be conducted collectively, involving sectors of the government and outside it, in order to achieve the purposes and objectives contained in the Decree of creation and the Restructuring Ordinance. However, the result of the analysis showed us that, in the municipality of Tucuruí, there is currently no GTI-M, and the Program is managed by a coordination at SEMEC, which leads us to suggest that the management of the PSE in Tucuruí may be underway. Hampered by the absence of the GTI-M, making it difficult for some of the Program's aims and objectives to be achieved, including failing to collaborate with improving the health and learning of those educated at school.

In this research we focus on investigating the teachers' narratives and their educational practices in the nursery, of a Municipal School of Early Childhood Education, on the island of Cotijuba, which is part of the Municipal Education Network of Belém / PA. To this end, through the use of narrative research, using discursive textual analysis, considering the life history and the daily experiences of two teachers, which emerge from the reports of their pedagogical practices in relation to riverside education, wich corresponds to the periodicity of 2016 and 2017. We looked for authors who discussed research with a narrative approach for the development of theoretical-methodological contributions, including: Conelly and Clandinin (1995); Moraes (2000); Barbier (1998); Josso (2007), for the data analysis we had as reference Moraes and Galiazzi (2016). To discuss the education of babies we rely on: Fochi (2015); Mello (2010), Cairuga (2015); Filho (2016) and Bruner (1995). To work on the Curriculum, we used Sacristàn's references (2000); Oliveira (2001); Fields and Barbosa (2015) and Silva (2000). The research aims to interpret and analyze the narrative discourses of the teachers that taught babies, from listening to their daily experiences and their educational practices at EMEI Cotijuba, and as specific objectives: to analyze the singularities that marked the experiences of the teachers in the nursery of EMEI Cotijuba ; to identify what challenges were faced during this trajectory by these teachers who were in the nursery class at EMEI Cotijuba; to know the particularities of these everyday experiences through listening to these teachers at the nursery of EMEI Cotijuba. The teacher’s voices bring up categories that show the acceptance, the routine, the play, the spaces and children's languages. The analysis of the results indicates that the teachers in their narrative reports regarding their lived and shared experiences at the Cotijuba Municipal School of Early Childhood Education in the nursery class occurred with their peers, which constituted themselves in daily life in a collective manner. Having games and interactions as the main point, from the valorization of the local culture and the riverside peculiarities. They indicated that the challenges were innumerable in the process and constitution of the teaching profession, in particular, the initial difficulties in understanding the curriculum by languages. However, they emphasized that the pedagogical concerns, impelled to study and seek with their peers, the bases of teaching and working with babies. Consequently, with time, they became teachers of riverside education.

This work moves in the field of curriculum studies, considering here the prescribed curriculum, having as an object of investigation the curricular prescriptions for the Portuguese Language in the final years of Elementary Education contained in the three versions of the National Common Curricular Base - NCCB, (BRASIL, 2015, 2016a, 2017a). Thus, through the Documentary Research and Content Analysis adopted following the assumptions of qualitative research, we comparatively examine the curricular component under study in order to identify advances, setbacks and permanencies that occurred during the knowledge selection process. In view of this, we specifically aim to unveil what knowledge has been selected for the Portuguese Language component, according to the defined outline; evidence which dimension of this component has gained greater prominence in this selection process, and; specify which dimension has lost importance in the three versions of the NCCB for the final years of elementary school. The analysis is guided by critical curriculum theories and by the interactionist perspective of language, thus problematizing the knowledge considered valid that will guide teaching for the Portuguese language component in the classroom. In this aspect, we discuss the categories Knowledge of Language Study and Theoretical Dimensions of Language defined from the systematization proposed by Bardin (2016) and Franco (2018). Data were analyzed in dialogue with the theoretical frame adopted based on Bakhtin (2006 [1929]), Geraldi (2004 [1984]) and Apple (2001, 2003, 2006, 2011). Results show that the knowledge selected for the Portuguese language is intrinsically related to enunciative linguistic theories (Dialogical Discourse Analysis, Textual Linguistics, Sociolinguistics) linked to the interactionist conception of language. In line with the adopted language perspective, the dimension of the privileged language was discursive / dialogical to the detriment of grammar.

This dissertation addresses the theme of specialized educational assessment. Its object of study is the evaluation reports issued by the Nucleus for Specialized Educational Evaluation - NAEE. The reports are presented as one of the guiding paths for defining the care (or not) of students with disabilities in special education services, a context in which the peculiarities in the evaluation process are identified in order to identify the target audience of special education, in addition to presenting notes for the construction of inclusive pedagogical practices in teaching environments. In view of this, this study proposes to answer the following research problem: the reports from the assessment prepared by NAEE demarcate what form of being the subject of special education? Thus, the research has the general objective: to analyze the records that demarcate the way of being subject to special education present in the reports coming from the assessment carried out by NAEE. With regard to specific objectives, we sought to: Identify which aspects of students with disabilities are focused on in the reports; Realize that pedagogical work arrangements the reports show for guidance to the school. In order to respond to the objectives of this investigation, the research was carried out anchored in the qualitative approach, developed through documentary research, and has as main data source 14 educational evaluation reports prepared by the Center between the years 2017 and 2018. The data obtained were treated and systematized through content analysis. Continuing the problematization process, Bueno (2001), Jannuzzi (2001; 2004), Mazzotta (2011), Bridi (2012), Rios (2013), Oliveira et al. (2016), Pletsch, Souza and Orleans (2017) and Heradão (2018). The results revealed evidence in the reports that mark the student for the disabilities observed during the educational evaluation. The data used in the evaluation documents reaffirm the status of the special education student's lack of skills, knowledge and experiences. This way of looking at the subject with disabilities, expresses that the evaluation developed by NAEE still has many residues from the traditional model of evaluating students in special education. An assessment was observed anchored in the student's performance, in interventions that, although marked by pedagogical aspects, favor mechanical activities centered on orality, reading, writing and calculation. Thus, it was found in the reports a subject without difference, infantilized and with learning difficulties, marked by the record of the lack of learning identified in the assessment. The findings also showed that the guidelines suggested to the school, tend to value elementary aspects, in order to outline paths for teaching practice and observations for the conduct of students with disabilities in the classroom context.

This research had as main objective to analyze the senses and meanings expressed in the teachers' narratives about the process of scientific education in early childhood education. As a methodological procedure, I opted for qualitative research with a narrative approach, the choice of the empirical field was a Child Education Unit-UEI, linked to the Municipal Education Secretariat of Belém / PA, located in the District of Icoaraci, considering “The curriculum by language” while curricular proposal that guides the daily practices of the UEI. The data collection was carried out through semi-structured interview and the research subjects were three Teachers of Early Childhood Education who work in the preschool of the referred UEI. As a basis for theoretical development the authors: Chassot (2003; 2007; 2018), Demo (2010; 2011), Cachapuz et. al (2011), Arce; Silva; Varotto (2011), Clandinin and Connelly (2011), Oliveira (2010; 2011) among others. Also considering the National Curriculum Reference for Early Childhood Education-RCNEI / 1998, the National Curriculum Guidelines for Early Childhood Education-DCNEI / 2009 and the Common National Curricular Base-BNCC / 2017, as a regulatory framework and guideline for the elaboration of curricular proposals, which standardize criteria for guaranteeing the socio-political and pedagogical function of the first stage of basic education. Data analysis was performed based on Textual Discursive Analysis according to the studies by Moraes and Galiazzi (2006; 2007). As a result, the data pointed out that the teachers when reporting on their practices, which are anchored in a curricular proposal that is based on the different languages of the child. In this context, the teachers when signaling a concern to value the experiences, the child's curiosity , where in the movement of discovery, of knowledge construction, of the child's relations with the natural world and with its context historical-cultural, they are elements that corroborate the senses and meanings regarding the possibilities and approaches of scientific education in the context of Child education.

This research was carried out within the scope of the Graduate Program in Curriculum and Management of the Basic School at the Federal University of Pará (PPEB_UFPA) in the line of Management and Organization of Pedagogical Work at the Basic School. The Municipal Education Plan in the municipality of Tucuruí / PA is the object of study of this dissertation which aims to analyze its elaboration process with an emphasis on the participation of different segments of society, considering that one of its premises for the construction and implementation of the plan brought by the official discourse concerns democratic management and participatory planning. In this perspective, the initial findings indicate that this process took place in a participatory manner, although it was not enough to consolidate the advances foreseen there. Thus, it is possible to infer that one of the most positive aspects was the appropriation of the proposal by the strength and insistence of part of the segments of society. Thus, the reflection presented here has academic and social relevance as it is based on fundamental aspects such as the process of building an educational policy at the local level and strengthening the political participation of these protagonists. To support the proposed discussion, we use authors who are references in the area, including Paro (2006), Vianna (2000), Vieira (2011), Damasceno and Santos (2017) Saviani (2014). In addition, we emphasize the qualitative nature of this investigation supported by Minayo (2008), Creswell (2010), using documentary research as a type of research and as a data collection instrument the semi-structured interview (Lakatos, 2017) and documentary analysis (Ludke and André , 1986), finally, content analysis (Franco, 2012; Bardin, 2016) as a way of interpreting the researched reality.

This text presents the movements of an academic research that mapped deaf students' visibility and invisibility practices in basic school. This adventure research is constituted under a post-structuralist perspective in the spectrum of the philosophical thought of difference, operating with the following problematization: what plays between making themselves visible and making themselves invisible, the deaf have engendered as a form of resistance and other constitutions of themselves in the school space, beyond a deficient subjectivity? What moves are these subjects making in the school space between regulation movements and a deaf becoming? The architecture of the work operates with the image of a game of chess and a school-board. This game has subject-pieces that subjectified by socially defined rules of behavior assume performative places on the school board and challenge themselves as players to a constant movement of coming and going through the game houses. Taking advantage of the limitations imposed, the players create between-places, producing moves-other, lines of flight that, through spaces and corridors, jumps and returns take place in the world. The movements for the constitution of this investigation are established between the theoretical incursion that discusses the idea of a school for the deaf, deaf culture and the deaf difference. From the methodological point of view, the research constitutes a cartographic experience, carried out in the municipal elementary school Madre Maria Voganó, in the city of Castanhal narrated from deaf-deaf plays-discourses, Deaf-pedagogical processes and Deaf-fellow listeners to problematize (in)visibility movements. The survival and the affirmation of oneself as different, work as moves that articulate and mobilize behaviors and attitudes in different places in the school space, however, the fact of being deaf, in addition to a perspective of difference as the subjects' first constitution, is still narrated and reproduced as a label and not as a composition. These performativities, sometimes making visible, sometimes making invisible the historical and cultural marks of being deaf, constitute inventive-discursive places, where actuality, memory and history constitute a complex plot escaping conventions in marginal and inventive movements of the deaf difference.

The research entitled “Integration / non-integration: integrated high school and its consequences in the worlds of work” analyzed, from graduates of the CIEBT / Cametá agricultural course, in the State of Pará, the integration / non-integration between the school teaching / learning processes and the worlds of work experienced by students graduating from the Integrated High School agriculture course. The study approached the world of work not only from the perspective of capital, but seeking to understand integration from the experience of graduates in their daily lives, within the interests of workers, in order to ensure the materialities that give them a working identity in the Amazon, in order to understand the moments of construction of knowledge amalgamated with the worlds of work, not only to work resulting from their professional training, but also from daily experiences before and after educational processes. The understanding of this integration was translated as the centrality of the study, understanding that there must be here an integration between the school and the subject's life, in favor of autonomy as opposed to a technicist formation. In the research, we used the semi-structured interview. For the analysis of the collected data, from 04 graduates and 04 school employees, we took the guidelines of a qualitative research and the procedures of the content analysis, comparing the information with the context of the reality from which they emerge and with the theoretical framework constructed throughout the work. The totality of collected materials were organized and analyzed in the light of historical-dialectical materialism, in order to understand the context / totality in which the school is inserted, as well as to understand the relations of contradictions that are typical of the capitalist system. Our results indicate that there was integration between the school training processes and the experiences of the worlds of work of the graduates of Ciebt, but in an inverse way, that is, integration from the outside in, from the outside to the inside, from the life of the graduates to the school . Thus, the research demonstrates that the integration occurred in the relationship between school and life, it occurred through an imposition of the graduates and the school allowed itself. Therefore, it is observed that the situation between school and life can be called the integration of knowledge, where the experience of everyday life was fundamental for the construction of school knowledge.

There is no public elementary school in the Amazon without innovative subjects of the educational system. Furthermore, the educational practice in this region represents an act of resistance to the school precarious project which is managed by the state government. The objective of this paper is to analyze innovative practices and strategies of the subjects of the educational system at Madalena Travassos School, which is located in Paraíso neighborhood, Mosqueiro island, Belém, Pará. Those innovative practices and strategies might ensure the continuity of full-time school for the sons and daughters of local workers. The question that arises as a cornerstone of field research is: what actions in school management can be exported and analyzed based on the innovation category? Based on a qualitative methodology, field research was conducted with interviews, observations, photographic records and use of documentary information. The text presents a theoretical discussion about the concept of innovation and its relationship with school management; it exposes and analyzes the process of creation and revitalization of the mentioned school, and it also discusses its current processes that denote innovative ways of school management. What follows are presentations and analyses of the reality selected as a sample, which provided the empirical corpus of the research, based on the problems raised and the objectives that were set.

The present study has as general objective to analyze the place of the pedagogical coordinations in the daily actions of the school and in the relationship with the students, and as specific, to identify the changes that occurred in the profession of the pedagogical coordinators in the basic school, demonstrate how these school agents relate to students who have a new profile and new demands in school life, verify how the theme of race relations is perceived and addressed by these professionals at school and to highlight the contributions and weaknesses of the initial and continuous training of these professionals that resonate on their interventions and daily activities. To this end, Laurence Bardin (2016) is methodologically subsidized in terms of content analysis in the treatment of the data collected, in an interview directed by a semi-structured questionnaire, applied to four pedagogical coordinators of three public schools, located in the periphery of Belém-PA. We preliminarily conclude that the place of pedagogical coordinations - of defining educational policies carried out at school - is reiterated by the laws on diversity, that it is necessary for these professionals to deepen their knowledge about adolescent sociabilities, as well as to master the theoretical contribution of specialized literature, besides recognizing its importance and its place in school

This research had as its theme the confrontation of sexual violence against children and adolescentes, its general objective was to analyze the knowledge produced on coping with sexual violence against children and adolescents by the teachers of the early years of elementary school at E.E.E.F.M “Profª Marta da Conceição” through the cycle of study and reflection, to this end, the following specific objectives were used: to identify the training needs of teachers in the early years on the topic of sexual violence against children and adolescents and their coping; analyze the knowledge produced by teachers during the cycle of study and reflection on sexual violence against children and adolescents; and to analyze the practices implemented by the teachers participating in the study and reflection cycle to promote the confrontation of sexual violence against children and adolescents. The methodology of this study was based on the qualitative research approach in education, and used collaborative research as a development strategy. The technique used to collect the data was the interview from focus groups conducted with the teachers participating in the study and reflection cycle. And to analyze the data collected and produced during the study and reflection cycle, content analysis was used as a technique. The results showed that the collaborative process carried out between school and university was satisfactory, knowledge was produced, knowledge about an urgent topic in society. And in this way, proving that trained teachers can produce practices to confront sexual violence against children and adolescents, highlighting the importance of developing more collaborative research, which help teachers through training and sharing moments between peers to reflect on the reality based on theoretical and methodological inputs that help them to intervene in their daily practices, with a view to tackling sexual violence against children and adolescents.

: The research “Public Policy” of Nucleação ¹ for Countryside Schools : The case of Nossa Senhora Aparecida school in the municipality of Tomé-Açu / PA analyzed the policy of nucleação of rural schools implemented by the local government through the Secretaria Municipal de Educação. Its development has problematized the interfaces of the nucleação process by going through methodological analysis of the apprehensions of the individuals who participated in the process of closing of 07 multigrade schools to make way for a leading school in the Ubim region. The research was based on the epistemological approach of historical-dialectical materialism as a theoretical possibility that intends to unveil and contextualize the educational research problem defined in this paper. The approach devised the qualitative aspects from a specific case of the Amazon region, aligned to field research with the use of semi-structured interviews and observation. For data analysis, documents such as the school pedagogical proposal (2014/2019) were used; the Nucleação Report of the Municipal Schools, and the Municipal Education Plan (2014/2024). The main formulations of authors such as Triviños (1987), Kosik (1976), Marx (2011), Hage (2015), Molina (2012), Arroyo, Caldart and Molina (2011), Souza (2006). , Frigotto (1994), Carmo (2016) and Vasconcelos (1993) were used as the theoretical background for this research. The text presents the construction of the object of study, the methodological theoretical processes, the result of the critical analysis of the official documents and finally the individuals' perspectives and the research inferences as a result. The report demonstrates the process of expropriation of the educational meaning and the evasion of educational quality from the perspective of the right to education devoid of any pedagogical responsible intention for providing improvements in the teaching of rural community. Politics is not considered as public policy, but rather as a government policy based on the fundraising and use of resources from federated entities, with “nucleação” as the object of justification, neglecting the development meaning of rural individuals in the perspective of omnilaterality.

This dissertation addresses the historical process of the Quilombola Professor Bento Lima de Oliveira School, in the municipality of Moju. The objective is to discuss the historical process of the Quilombola Professor Bento Lima de Oliveira School, in the municipality of Moju, from 2007 to 2017. To this end, it had the following investigative questions: How did the historical process of the Quilombola Professor School occur? Bento Lima de Oliveira, in the municipality of Moju, from 2007 to 2017? How was the historical process of the school based on the speech of the subjects who worked and work at the Quilombola Professor Bento Lima de Oliveira School? What actions did the residents of the quilombola Africa community take during the struggle to have Professor Bento Lima de Oliveira Quilombola School? The methodology used is of a qualitative nature and is inserted in the field of the History of Education, more precisely in the context of the History of School Institutions, with the Thematic Oral History. To obtain the data, a desk research and semi-structured interview were undertaken. Then, the categories were analyzed: a) historical context and the specific circumstances of the creation and installation of the school; b) its evolutionary process; d) the school building; c) participation / mobilization / resistance. Among the research results, it was observed that the historical process of the Quilombola Professor Bento Lima de Oliveira School, in the municipality of Moju, is intrinsically linked to the constitution of the Africa community as a Quilombola community. It is possible to affirm that the motivations of creation, change and development that occur in this school institution permeate the articulation and fragmentation movements that had repercussions in the interactions between the residents of the quilombola community Africa, students, teachers, curriculum articulations that are unfolded by greater or lesser autonomy. and creativity of the actors that make up this collective directly or indirectly influencing the environment in which it is inserted. The perspectives of the present study point to the strengthening of the autonomy of the quilombola community in the process of fighting for their rights and recognition of the quilombola residents of the Quilombola Africa community. Thus, this work is a contribution to the history of the Quilombola Professor Bento Lima de Oliveira School, as well as to the quilombola community Africa, as it is a study that sought the historical process of creating the school from the narratives of older residents. and who participated and participate in the historical process of the school institution.

This dissertation has as its theme the confrontation of sexual violence against children and adolescents and highlights the formation of teachers at Paula Maranhão School as object of study. The methodological approach used was based on the qualitative paradigm, where it used the formative moments of teachers, which were driven by the methodology of Collaborative Research. For data collection, the following techniques were used: observation and focus group and data were analyzed based on the assumptions of Content Analysis. The research questions that guided this process were as follows: What training actions were implemented at the Paulo Maranhão State School to promote the confrontation of sexual violence against children and adolescents from this collaborative research ?; What results have these training initiatives encouraged by the collaborative research achieved and what is the perspective of sustainability of coping with sexual violence against children and adolescents in school from the formation? This investigative process boosted the reflection of teachers 'practice to cope with sexual violence because, from the scientific knowledge shared during the training, common sense statements of the teachers' imaginary were demystified, thus enabling teachers to elaborate future coping actions. . However, it is important to highlight that for these practices of coping with sexual violence to be sustainable, it is necessary that actions to support coping need to be constant and guided by educational public policies.

The present study analyzes the process of monitoring Goal 7 of the State Education Plan of Pará - PEE / Pa (Law 8,186, of June 23, 2015), highlighting the strategies regarding school flow and learning in high school between 2016 to 2018. In order to do so, it seeks to understand how planning and monitoring of education begins with the approval of PNE (Law 13.005 / 2014); discusses concepts and concepts of quality of basic education in management and planning; analyzes the monitoring of indicators of school flow and learning in high school. It is a qualitative approach, with information collected through bibliographic review and documentary research. The results show that the quality monitoring is permeated with difficulties, being carried out from indicators that do not correspond to the social quality perspective, approaching, however, the total quality, which focuses on the results revealed through the indicators of the and learning flow, adopted in relation to Goal 7 of the PEE / Pa. Effective monitoring is not articulated with evaluation as a constituent and constituent part of the same process, thus failing to contribute to the activities of planning and reformulation of educational policies. Therefore, the research ratifies the understanding that it is necessary to rethink the quality standard established in management and educational planning, and defend the idea that the monitoring that matters to the most impoverished segments of the population - that is, the adolescents and young people who belong to the working class - needs to be designed from a democratically constructed quality standard.

The present dissertation aims at the questions related to the curriculum and performativity of the body that dances from the experience developed by the group Balé Folclórico da Amazônia – BFAM. It dialogue with studies of Nietzsche, Deleuze, Foucault, Butler, Corazza, Costa, Setenta, Silva, Preciado, Paraíso, Louro in a poststructuralist perspective of the curriculum and studies about performativity, which allows us to problematize the fixed and deterministic notions of the Body and Gender in education. Its methodological approach draws near the qualitative research with ethnographic characteristics that involves the direct contact of the researcher in the researched environment, participant observation and interviews with the subjects of the group, photographic records and systematization of the research results. In this process, it intends to investigate how a performance curriculum mobilized by a dancing body subverts gender heteronormativity in the Escola Estadual de Ensino Médio Avertano Rocha. This research directs its gaze to the relationship between the curriculum and the performativity of the body that dances having as research focus the members of the group of Balé Folclórico da Amazônia – BFAM, a dance group, founded in September 1990, in Icoaraci, Belém do Pará, and that develops its activities and rehearsals in the sports court of said school. Its results emphasize the perspective of a performative, disobedient, transgressive and subversive curriculum involved in the movements of a body that dances in the spaces of the basic school.

The present dissertation aims to present the theme of Collaborative Learning as a new approach to teaching focused on basic education. In its conceptual bases, this approach is configured as a way of building knowledge, through group work, mediated by the exchange of information between the individuals involved in the process. In this way, we define as object of study: "The promotion of collaborative learning in the teaching of geography in high schools of the municipality of Salinópolis - Pará". In this sense, this research was developed based on the following research questions: 1). From the implementation of the collaborative research in the school, what actions were created by the actors involved to implement collaborative learning in geography teaching? 2). What changes did the actions implemented during the collaborative research generate in geography teaching in the surveyed schools? 3). What are the sustainability perspectives of geography teaching through collaborative learning in the participating schools? For this, we defined as a central objective to analyze what actions were created by the actors involved to implement the collaborative learning in the teaching of geography in the secondary schools of Salinópolis / PA. In this sense, the research was developed in a qualitative approach, through collaborative research, using participant observation and focal group as data collection technique. Data analysis was performed using the Content Analysis technique. In our analysis, we observed that the actions generated from the empowerment of the subjects involved through the processes of continuous training resulted in new teaching practices, new ways of organizing classroom space and integration between students and teachers. The implementation of collaborative research represented not only the approximation between the university and the school, but an effective alternative to traditional approaches to teaching and to habitual and excluding educational practices. Thus, representations about collaborative learning in geography teaching are shown as a potential tool for the construction and implementation of new teaching and research practices mediated by group work. This investigation is linked to the thematic field of the research line - Basic Education Curriculum.

The present work deals with the formation of the working students from the rural world and inserted in the afternoon and evening shifts at Maria Conceição Games Souza High School. We investigated  if the educational and pedagogical practices developed in this environment favor a process of integration or non-integration between the social knowledge of the work of rural learners and school knowledge. This study started from a visit we made to the school, where a large number of young rural schoolchildren were found working in the school located in the urban area of the municipality. In order to amalgamate this research, it was necessary to study bibliographical studies from such authors as Marx 1844, Gramsci (1991), Vazquez (2011), Zaidan (2003), Fischer (2003), Charlot (2005), Arroyo ), Nosella (2004), Ciavatta (2012), Ramos (2008), Thompson (1987), Araujo (2014), Rodrigues (2012), Pistrak (2000), among others, with the purpose of deepening knowledge about the problematic presented. Methodologically the study was initially developed with on-site visits characterizing the exploratory research that had the objective of carrying out the ethnography of the research subjects, the learners from the rural area of the municipality. The qualitative research carried out used as an instrument for data collection semi-structured interviews. Content analysis was interpreted on the basis of dialectical historical materialism. In the course of the study, reflections were made on the relation between the social knowledge of work and school knowledge in a teaching process in an integrated or non integrated way developed in the educational and pedagogical practices of school and the contribution of this teaching to the formation of the working student of the rural environment inserted in High school, a formative process that can present itself in a pragmatic way or in a more humanized and critical way, coherent with the needs of the students. This research revealed that the managers and part of the teachers are aware of the reality and particularities of the students present in the afternoon and evening shifts at school. However, the formative processes developed in the school take place in parallel with integration and non-integration. It concludes by observing that the two educational processes are taken in the school: a process that gives indications of integration and another one of non-integration that is more intense, due to the perceived difficulties in the management team and the teachers to mediate the specificities of the routine of the educating rural workers in the educational and pedagogical practices of the school and also by the lack of understanding on the part of the management team and the teacher about the principles and objectives of integrated education, in the sense of an enlightening and liberating education for rural workers.

The present work presents as object of study the conception of full time integral education, in the pioneer experiences of the private school. It analyzes the process of implementation of the conception of full time integral education in the pioneer experiences in the private network school in the city of Belem. It identifies the theoretical conceptions of full time integral education based on the proposals and actions adopted in Brazilian basic schools. It describes the different modalities of full-time integral education experienced, in recent years, in the Brazilian basic school. It analyzes the conceptions revealed in the pioneering experiences of full time education in time in the school of the private network of the city of Belem-PA. To do so, the research project developed from the qualitative approach, used Documentary Research as a research strategy and as a methodological procedure the bibliographic review and the documentary analysis. We seek in educational legislation, the legal frameworks that support the understanding and implementation of educational projects of integral education in the perspective of full time. As the main instrument for data collection, school documents  were used, such as public deed and social status, school regiment, educational project, contract for the provision of educational services and interviews transcripts. The analysis of the final data was based on the technique of content analysis, therefore, it sought to confirm in the documents the categories that aimed the study of the conception (s) of full time integral education in the pioneer experiences. The relevance of this study lies mainly in the possibility of revealing how the full-time integral education proposal was presented initially in the private schools of our city. Research indicates peculiarities  to the process of implementing full-time integral education in the scenario of pioneer schools, such as a conception of disseminated integral education was its own model, the physical infrastructure of the schools was differentiated, the school equipment appropriate to the proposal, the planning the use of time and spaces was rigorous, the curricular proposal was the integration based on the variety of pedagogical activities complementary to the compulsory training of students, the formation of full-time teacher teams and the concern with the continuous training of teachers and other employees.

The present text is the result of an ethnographic research developed during four months in Rodrigues Pacheco 's miniature toy studio in Abaetetuba, a typical city in the interior of Pará, which infects and enchants the riverside imagination. In this scenario, I dive into the story of a woman-craftswoman, to the encounter of experiences of schooling and of events that subjectivated. A frame of acceptance-negotiation-resistance intertwined by the theoretical contributions of Cultural Studies, Gender Studies and Curriculum Studies, with Hobsbawm (1984), Williams (1979, 1992), Scott (1995), (1999), Louro , 2000, 2004, 2016), Butler (2003), Perrot (1998, 2008), Silva (1995, 2004), Loureiro (2000, 2016), among others. The methodological decision followed the ethnographic trail with James Clifford (1998, 2016). In this work, I try to interpret experiences in the public sphere - journeys, meetings, exchanges, conversations - and in the school curriculum as events that subjectivated a woman who became the master craftsman of an atelier. The curriculum is here understood as one of the mechanisms of the production of subjectivity. The field of research allowed us to try ethnographic making, and through participant observation, conversations, and image capture, it was possible to observe, even provisionally, that: the artisan popularly known as Dona Pacheco crosses many borders: private and public space, gender boundaries, blurring the tradition of the miriti toy, anchored in the belief that there is raw labor and light labor; thus doing, it dilutes binarisms, reinventing it, from the experience with the difference inside the studio, what the compulsory heterosexuality intends. The knowledge of the subjects of Portuguese Language and Mathematics materialize in the atelier: in the organization, in the planning, in the negotiations of orders, in the control of the production of the miriti toys, in the leadership initiative, and in the resourcefulness with the public. Thus, the school curriculum is central to the experiences of Dona Pacheco, as he mobilizes a giant factory of serialized subjectivities. However, the artisan is able to reappropriate the knowledge and subjectivities suggested by the curriculum, creating what Guattari (1996) calls singularization processes; Finally, experiences in the public sphere and experiences with the school curriculum affected his subjectivity, transforming his body and mind.

Keywords: Interdisciplinarity; Curriculum; Basic education.

This research is the fruit of narratives of homoparental families, from their relationships with the schools of their sons and daughters. I bring you a narrated drawing from a contradictory and unusually visited curriculum. I do not know if I bring truths, but certainly I bring problems, which I do not know for sure if they have a solution - if you need one - I bring you possibly productive and incoherent statements. I think with you, and sometimes with myself. Grounded by poststructuralism, tempted by the writing of difference, I was not looking for answers, but contexts, moments and movements (uncoordinated, indefinite and inconclusive) of a curriculum narrated among the bodies of homoparental families, by their abjections, their speeches and differences - all of them. With the ethnographic support for research in education, I took language as a material for reflections, daydreams, inconsistencies. I have a speech, we all have several speeches, are we stuck with them? What truths fit in this text, do we really need them? How much power circumscribes a school curriculum? How much (des) value is in this relationship between school and family? And so, my object - the narratives that I present to you - is changing, modulating itself, almost like a linguistic metamorphosis, worthy of an anthropological object. What did I find out? A new-old curriculum, with other practices and lifestyles that are able to move it, a new complex, other plots and meanings, many stories and some stories, which in the end, make all sense. If I could, I do not know. Point me, talk about me. Subjectivemos us.

The present study focuses on Youth and Adult Education (EJA) in the area of Extractive Reserve. The EJA project implemented by the Municipal Education Network of Tracuateua is problematic, aiming to discuss the possible interfaces established between the process of schooling of traditional populations and the reality lived by local residents. The objective was to analyze this process from the Freirean category of communication or dialogicity, focusing on the pedagogical practice in the extractive activity of Marinha Tracuateua. A set of qualitative methodological procedures was used to carry out field research, based on a specific case, with observation techniques, documentary analysis and interviews. We reflect that the EJA project has collaborated with changes in the field of adult literacy in the municipality of Tracuateua, as well as a literacy that only teaches the language codes, helping in the critical reading of the reality where they live and in the construction of an unalienated praxis. It is worth noting that although it is a timely project for the implementation of quality education, it is seen in its materialization some misunderstandings, starting with the precarious structure of the school, the rotation of the technical and teaching staff, the adoption of skewed practices in traditional models , in spite of which, the exaggerated use of exercises of repetitions and copies of the didactic book.

ABSTRACT The research "From legal to real in the elections for school principals in the municipality of Salinópolis-PA in the period from 2009 to 2015" is the result of an analysis of the basic education management policy in the city of Salinópolis-PA and had the objective of presenting a study about the construction and implementation of the direct elections to fill the position of school directors of the municipal education network, from 2009 to 2015. The qualitative paradigm research had as main question to investigate how the Democratization of Management is expressed in State Legislation and in the local Legislation of Salinópolis on the Direct Election for school directors. For this, the concepts of Democracy and Democratic Management were analyzed and how these concepts are presented in the legal systems Paraenses and in the municipality of Salinópolis-PA. The qualitative paradigm investigation presents itself as a Case Study by the particularity of the context and seeks clues in the documentary research aiming to reveal the incongruities and contradictions in the legal order in question. The study revealed that the concepts of Democracy are plastic and adaptable to the appeals of capitalism and democratic processes are viscerally linked to the appeals of the market. The norms existing in Brazil are supported in the liberal ideas and they surpass the fundamental rights to the popular sovereignty. Participation is restricted to the vote, there is no means, instruments and political will to carry it out effectively. It was also found that there is a gap between the text of the Laws and their applicability and the inconsistencies in the letter of the Law, and sometimes impede the performance of democratic procedures. Thus, in Pará and more specifically in the municipality of Salinópolis the Democratic Management is incipient in the legal texts, restricting this concept only to the direct election for school directors. Its meaning becomes altered to co-exist with a scenario ideologically manipulated by hegemonic groups politically and economically. Direct Election for School Directors is a political act and, as such, must become a reality for all municipalities in Brazil, both in Law form and in its operability. The Democratic Management should not end in the election, but be an instance of effective participation and collegial deliberations. 

This research aims to analyze the basic principles of the New More Education Provam (Programa Novo Mais Educaqäo — PNME) and its conception of full time education. The

PNME was created in 2016, by means of the Ordinance No. 1,114/ 2016, being regulated by the

Resolution FNDE No. 5/2016, with the objective of improving learning in Portuguese and Mathematics in elementary schools, with the extension of the school time for children and adolescents, through the complementation of the workload with five or fifteen hours a week, in the school shift or countershift. Adopting a qualitative approach, the study is developed through bibliographic review and documentary research procedures. It shows that, despite the PNYIE aims at the integral/full-time education, the documents reveal as its basis the extension of time with the finality of reinforcing the cognitive dimension of learning, prioritizing the knowledge of the Portuguese Language and Mathematics disciplines for the achievement of the goals set for the Basic Education Development Index (indice de Desenvolvimento da Educaqäo Båsica Ideb). Although the program advocates for the integral/full time education, in its essence, it values only the previously determined "scientific" contents, ignoring social, affective, cultural, physical, and aesthetic aspects. The PNME reflects a conception of human formation linked to the managerialist model of education, which focuses on control and centralization through standardized tests that verify only the cognitive dimension reached by the student, ignoring the multidimensional human formation and the social-historical context of individuals.

This dissertation aims to analyze the EMEIEF Rotary SRM curriculum proposal for the schooling process of students with disabilities enrolled in Cycle I. This research was developed based on the following research questions: 1). What is the dynamics of EMEIEF Rotary's multifunctional resource room? 2). How is the curriculum developed by the EMEIEF Rotary multifunctional resource room organized for students with Cycle I disabilities? 3). What content is being offered by EMEIEF Rotary's multifunctional resource room curriculum to Cycle I students to promote access, participation and learning in their schooling process? The research was developed in a qualitative approach, through the case study, using as data collection technique the semistructured interview applied to the teachers of the multifunctional resource room, which provide care for students with Cycle I deficiency and, in a complementary way, the documentary analysis. The data revealed that the operation of SRM Rotary, seek to develop what is presented in the guidelines that govern ESA, but present some difficulties in relation to the very organization of the school, regarding planning due to lack of time among teachers, not allowing collaborative planning. Another issue is that the type of planning that is carried out by SRM, which favors more knowledge of the regular classroom, made the specialized educational service an extension of the regular classroom, weakening the function of the multifunctional resource room. The data also reveal that when they refer to the organization of the curriculum and the selection of contents, they bring in their configuration knowledge that reinforces an exclusionary culture, through activities that have weakened the schooling process, simplifying the knowledge that is worked with these students, further revealing the need for collaborative research that can effectively add to the efforts of teachers for the quality of education.

This work has as its theme the performance of the School Council (SC) and its role in the process of implementation of the election for a principal in the Escola Estadual de Ensino Médio Eduardo Lauande (EEEMEL), in Marituba, Pará. It covers the period from 2013 to 2015, when an attempt was made to implement indicators that would approximate a management model in accordance with what is proposed by Paro (2002, 2011, 2012, 2015, 2016a), Gadotti and Romão (1997), Hora (2010, 2012), Hora e Santos (2014), Lima (2010, 2011, 2014) and Libâneo (2008). The indicators of a democratic management in the public school most proposed by these theorists are: the effective performance of the SC in decision making in the school, as representative body of teachers, parents, students, employees and organized civil society; direct election as a form of choice for school principals; and the existence of instances of class participation (student body and parent-teacher association) in the decisions. From the scientific point of view, this research contributes to deepen the understanding of the development of a still controversial phenomenon within the educational system of the basic school – the democratic management –, providing a reading of its demands, advances and obstacles in a teaching unit of the Pará state network. In this sense, it first contextualizes the process of implementation of democratic management based on the LDB/1996, dealing historically with the search for a democratic public school in the 1990s. It analyzes the school management in the selected period, from the participation of the SC and its relation in the consolidation of a direction chosen by the school community, based on the records of the collegiate meetings, and mapping the subjects and topics discussed in those meetings, through semi-structured interviews, applied with two EEEMEL advisors. The data analysis allowed us to understand that it is not enough for a manager to be elected directly by the community so that a school management based on the participatory democratic conception can be established; it is necessary that there is a continuity of actions based on the participation of the school community, through the representative bodies and participatory instances.

This deed fulfills the requirements of the Postgraduate Program in Curriculum and Management of the Basic School (PPEB) of the Institute of Educational Sciences (ICED) of the Federal University of Pará (UFPA). The object of this research is the situations or educational experiences of the Character Alfredo in the works Chove nos Campos de Cachoeira, Três Casas e um Rio and Primeira Manhã of Dalcídio Jurandir. My objective in this investigative journey is to search the education lived by Alfredo in the Marajó, seeking to be affected by the experience as passage, crossing, narrated in the pages of the literary works under study. I seek to build a research problem from the question that new language, new concepts, redescription of concept I can create, with the clues left by the works of Dalcídio Jurandir for the Curriculum of Basic Education in Marajó that I want to translate, redescribe, from the Experiences of Alfredo? In this way, I try to organize my arguments in a movement of thought that allow a discussion about the relationship between Literature, Philosophy and Education, focusing on the Curriculum. For that, I expose the notions of literature adopted in this study as an experience of the outside, conceived by Maurice Blanchot; Dalcídio Jurandir and his Literature; The notions of curriculum from its nominal sense and its various conceptions, in an effort to work with post-critical approaches. In this movement, I try to approach the nomadic curriculum as a practice of meaning, in the sense conceived by Tomaz Tadeu da Silva; As lived experience, in the light of the thought of Jorge Larrosa in dialogue with the philosophical hermeneutics of Gadamer. I seek to point to the fundamental questions from the thought of Richard Rorty in the attempt to conceive a curriculum as a redescription of an education that happens when walking, as a crossing, as a memory of saying, as a relation with oneself, with the world and with others, as Which affects the researcher-interpreter, in a way analogous to the affections felt and experienced by Dalcídio Jurandir when he recreated a collapsed universe, be it Marajó or Belém, when he gave originality to Modernist Literature with the conception of his romam fleuve. I will therefore seek escape routes that allow me to remove the rigidity of a method, a paradigm, a model of problematizing education, without, however, losing sight of the rigor, the lucidity of a thought that is not absolute , But contingent, interstitial.

By scrutinizing plots of a curriculum in its movements of becoming, this scripture produces
cartographic snapshots with the educational doing of the Lineu School of Arts and Oficios
Mestre Raimundo Cardoso, school of the municipal teaching network of Belém city, which,
for 21 years has been putting into action on what we call an artificer resume. An artificer
resume which experiences unusual compositions with local artisans and its metamorphosing
into other images of curricular thinking in basic education. Thoughts and images potentiated
by the philosophy of the difference, by the post-structuralism perspective and by the
Deleuzian thinking that moves around the interrogative: What can an artificer resume do? A
test-text, an experimentation- writing, a cartography composition among lines that build a
school and a curriculum, and going along with them weave rhizomatic connections at
different points, and at the same time, leave a door open for new perceptions and affections,
because it is affected by the powers of the … and… and… In the experimentation of the
power of the medium, it composes instantaneous cartographic moved by the conjunction
AND, by coming through, in the borders, scenes, images and deductions of a artificer resume
in movements among workshops and students and master-potters and teachers-panelist and…
cartography and narrating and fragmenting and acting and crafting and…

The present text presents as an object of study the implications of the School Development Plan (PDE Escola) in the democratization of the school management in the public of basic education, with the general objective of analyzing the PDE Escola in the process of democratization of the management of the School of Education Fundamental, in the municipality of Altamira - Pará, in the period from 2011 to 2014. It verifies the repercussions of the Brazilian State Reform within the public policies for Basic Education. It seeks to identify the legal bases of support of the PDE Escola and its effects on the process of democratization of the management in the public school of Elementary School and to verify the influences of the PDE School in the public school of Elementary School in Altamira, in the mobilization of a democratic management. This research is supported by a qualitative approach and case study as a research strategy and in the following methodological procedures: the use of the bibliographic review, documentary analysis of the Strategic Planning of the PDE Escola, Resolutions that define the guidelines of the Educational Program and other documents related to the school management, field research with the use of semi-structured interviews with the subjects (ex-directors, current director, pedagogical coordinator and teachers) of the researched school. Research indicates that: the EDP Escola is an educational program aimed at meeting the government's proposal to raise the national average of the IDEB and, for this, influences the federated entities to embrace the proposal; the financial resources of the Program function as instruments of coercion for financially fragile entities to join it; the materialization of an educational program on the "school floor" is conditioned to the financial resources that the school expects to receive with them. Without these resources, no federal Educational Program can gain materiality in school reality. Its implementation, without the financial incentive, makes it invisible, that is, without representation. In the case of PDE Escola, specifically, its non-financing took from him the visibility that he possessed, even though he foresees actions that can not be financed; the democratization of management consisted of an exercise that persisted during the validity of the Plan, while there were resources for the implementation of the fundable actions, but did not contribute to the construction of a culture of democratization of school management.

This paper aims to map, through theses, the implementation of Law No. 10.639 / 2003, concerning Basic Education in the Northeast Region. Specifically, it intends to identify a part of the studies on the Education of ethnic-racial relations in Brazil; to verify the structure and the organicity of the Graduate Programs in Education regarding the theme of the education of the ethnic-racial relations and to examine the state of knowledge regarding the implementation of the said Law in Basic Education. To substantiate the study, we used the qualitative and quantitative approach of Bernadette Gatti (2004) and the Content Analysis technique by Laurence Bardin (2011). With regard to the state of knowledge, we launched the studies of Marília Costa Morosini and Cleoni Maria Barboza Fernandes (2014). For the theoretical methodological contribution of the research, we used the studies of Pierre Bourdieu through the concepts of field, habitus and capital. Among the conclusions, we can infer that the state of knowledge in the Northeast region has been the target of investments by researchers in the region. We find that the theses indicate that there have been advances. However, the implementation of Law N. 10.369 / 2003 is in the process of being implemented. This progress stems from the pedagogical formations directed to teachers, that is, in schools where the theme is embodied and implemented through pedagogical practices.

The purpose of this study was to analyze the magnitude and direction of direct money resources expenditures in the school in a public school of the state education system of the state of Pará. For the construction of this research, the quanti/quali method was used, making use of the case study as a type of research and adopted as a data collection procedure the bibliographic review and the documentary research elements that promoted its support on the financing of national education and of the elements that regulate the way of financial transfer of the resources of the Union to the interior of the public schools of the Brazilian basic education. In this research, the changes that took place in the format of the financing of national education became evident, which were strengthened, mainly, after the promulgation of the Federal Constitution of 1988, and it also identified the obstacles that removed resources from education. In addition, it was exposed the creation and expansion of the actions and values transferred to the institutions of education of basic education through the PDDE. Finally, it was presented the amount of financial resources received and expenditures of the PDDE by the State School of Elementary and Middle City Model in the period from 2012 to 2015, which allowed to realize that the values transferred were limited, given the demands of the target school of this investigation, although they have allowed the promotion of the strengthening of pedagogical activities and the infrastructure of the educational institution.

The thematic that guided this research is the result of the disquiet and anguish that arise in my life as a student, teacher and principal, acting for more than 20 years in this educational modality. When researching school dropout, it is necessary to understand it in its multidimensionality and within the context of Brazilian education, where different causes appear as disaggregating education in all regions of the country and tend to make it difficult to identify a single precise conceptual definition about "school dropout". Internal and external causes such as repeated failures, need for work, excessive school content, alcoholism and preparation for the job market can be considered decisive when the student decides to stay or quit school, particularly the student-worker, who, because of that, can make the line of unemployment longer. The focus of the research is the student-worker that participates in the technical courses of Marketing, Logistics and Foreign Trade in the modality Subsequent to High School of the Federal Institute of Education, Science and Technology of Amapá / IFAP - Campus in Santana. In this sense, the possible causes that have led the student-worker to evade or remain in the professional technical course Subsequent to High School in the context of IFAP / STN deserve to be problematized and verified. The general objective of this study is to "investigate possible causes of evasion and permanence of student-worker in professional technical education at the Subsequent High School at IFAP / SANTANA - AMAPÁ - YEAR 2015. The method that bases this research is the dialectical historical materialism, capable of allowing the understanding of the social and natural occurrences of the permanence or evasion of the student-worker in the school environment. In order to subsidize as a theoretical reference this research will have authors such as Araujo (2014, 2013, 2012, 2008,1999), Bourdieu and Passeron (1975), Saviani (1997, 2004), Ciavatta (2014), Cunha , 2000), Frigotto (2005, 2003), Gramsci (1981), Kuenzer (2005, 2002, 1997), Ramos (2008) and Machado (2008). As research strategies, we started with a bibliographical review and, later, with a qualitative research, in order to diagnose the possible causes treated in the literature of the educational area that could remove or keep the students in the institution. The Dissertation will be structured in five sections, as it is now presented: Section 1 - Introduction; Section 2 - Researches published on the Sucupira platform / CAPES – 2013 to 2016 – about evasion and permanence in technical professional education; Section 3 - school evasion and dropout in Brazil; Section 4 - Professional education and its subjects; Section 5 - Evasion and permanence of student-worker of IFAP / Santana; Final considerations

The present study presents bibliographic review and documentary study on full-time education, highlighting the stage of high school offered in the state of Pará full time. Initially, we intend to define the conception of integral education as a human formation, based on the unitary school defended by Gramsci (1991) and some authors who consider the conception of citizen education as Freire (1996, 1987). Later on, the records of the Center of Reference of Integral Education were used as sources for studies of the financing of education and concepts of full-time education, and authors such as Menezes (2012), Scalabrin (2012), Cavalliere (2009), Monlevade 1997), Rossinholi (2010), among others, and legal documents of Brazilian Basic Education (CF-88, LDB 9394/96, PNE 2001-2010, PNE 2014-2024), with a cut for full-time secondary education and its financing. The objective of the study is to analyze the costs and costs of full-time secondary education implemented in the state of Pará in the period from 2012 to 2015. To do so, it is intended to have as reference the studies of Carreira and Pinto (2007) that synthesized the proposal Of the CAQ (Student-Quality Cost) in order to verify how close or distant the full-time public policy investment in high school in Pará is from the financing logic established by the CAQ. As a methodological option it was decided to carry out a case study of a state school in Pará that offered full-time high school since its implementation in 2012.

This paper presents the results of research on the composition and meanings of discourse about conformation of school knowledge in the current educational legislation for secondary education. The theoretical-methodological contribution used in the analyzes articulated the concept of dialogia, by Mikhail Bakhtin; the concept of school knowledge, by Ana Maria Monteiro; the concept of didactic transposition, by Yves Chevallard; and the typology of educational statements and communications developed by Israel Scheffler. The analysis revealed that the discourse on the conformation of school knowledge brings together a series of parameters that links axiological and didactic aspects of the epistemology of these knowledge. These parameters constrain the school knowledge to exceed the limits traditionally established in function of the specific academic knowledge that serve as reference to the disciplines, formally demanding that these knowledges are linked to values, procedures, knowledge, attitudes and purposes that inhabit other spaces. This results in the resizing of the space occupied and the role played by the specific academic knowledge in the scope of the disciplines. In the first place, there is no longer any legal possibility that such knowledge can be produced in terms of themselves. Second, because these parameters, while constraining school knowledge to go beyond its own scope, also provide an opening for external elements (knowledge, procedures, values, and attitudes) to enter and dispute space with objects of knowledge long established in them.