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Disertaciones |
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1
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WASHINGTON LUIZ PEDROSA DA SILVA JUNIOR
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Educação matemática; Experimentação didática; Teoria da instrumentação; Matemática e suas tecnologias.
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Líder : FABIO JOSE DA COSTA ALVES
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Data: 15-feb-2024
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Resumen Espectáculo
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This research aimed to analyze the potential of using the graphing calculator - Desmos for teaching polynomial function in second grade, the object of this research is Desmos dynamic software and the Tracker tool, the research question is: what is the potential of a didactic sequence that uses data from experiments in the process of teaching quadratic function? and as a specific objective: to verify significant learning rates within the mathematical object, in the face of new technologies and different forms of communication. The methodological process that guided this investigation is didactic experimentation, with theoretical assumptions in the light of Rabardel's theory of instrumentation, which has the purpose of organizing the sequence and presents us with what should be observed in the learning action in view of Duval's Semiotics, is a theory of observation that allows us to transform languages through conversion and processing. I made use of Microgenetic Analysis, with the purpose of investigating the speech actions between the teacher guiding the action of knowledge and the student's reactions in the search for signs of learning, based on responses arising from the interface between the subjects involved in the process, in this perspective, the teacher is an influencer, inducer of experimental action. Therefore, waves of verbalizations were stimulated that elucidated the subject's interests in the object in the process of mathematical learning regarding the handling of the instrumented artifact, in this context, I evidenced significant cognitive transformations that characterized the signs of learning that consequently led the student to act in another way faced, with problems presented on the study of the quadratic function.
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2
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LUIS GUSTAVO MENDES MONTEIRO
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The general objective was to understand transphobia in the life trajectories of transgender women-teachers-amazonicas from the state of Pará
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Líder : LUCELIA DE MORAES BRAGA BASSALO
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Data: 22-abr-2024
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Resumen Espectáculo
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This dissertation is part of the Teacher Training and Pedagogical Practices research line of the Master's Degree in Education, linked to the Postgraduate Program in Education at the State University of Pará (PPGED/UEPA). The general objective was to understand transphobia in the life trajectories of transgender women-teachers-amazonicas from the state of Pará, through their life, school and professional experiences. As for the specific objectives, these were: 1) to identify homo/transphobia in the family background of the transdoctors, 2) to discuss homo/transphobia in their school and academic training and 3) to outline the implications of being transdoctors in school pedagogical practice. The guiding question of the investigation, in relation to the themes of transgenderism and education, was “to what extent has transphobia crossed the formative path (from basic education to their academic training) of transgender teachers?”. In order to understand, answer and achieve the objectives, this research used qualitative research, focusing on Alfred Schutz's (1979) social phenomenology approach, using Fritz Schütze's (2013) Narrative Interview as a data construction tool and, for data analysis, the documentary method, developed by Karl Mannheim (1964) and adapted by Bohnsack and Weller (2013), was used to interpret the senses and meanings emanating from the oral narratives of the transgender teachers interviewed. With regard to the participants, interviews were conducted with four teachers from Pará, referred to in the research, as transdocents. The main authors behind this study were: Louro (1999; 2014), Andrade (2012; 2019), Benevides (2022; 2023), Bento (2011; 2017) Bortolini (2020; 2023), Reidel (2013), among others. As for the results, it was possible to see that transphobia was present in the reality of all the transdocents interviewed, going through many phases of their lives. Faced with these realities of struggle and overcoming, two models of orientation emerged: “the Pedagogy of Camouflage” and “Resistance as a Form of Existence”.
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3
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ZILENE DOS REIS MACIEL
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snake brothers, enchanted from Lagoa de Maiaú
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Líder : NAZARE CRISTINA CARVALHO
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Data: 13-jun-2024
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Resumen Espectáculo
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MACIEL, Zilene dos Reis. Imaginário Amazônico: Saberes de Cobra da Lagoa de Maiaú. Dissertação (Mestrado em Educação) – Universidade do Estado do Pará, Belém, 2024. What knowledge would be contained in the narratives about Noratinho and Maria, snake brothers, enchanted from Lagoa de Maiaú? The driving question of the investigation whose objective is to analyze such knowledge, based on the voices of the elderly from the Maratininga complex, located in the Middle Rio Moju, municipality of Moju. Mojuense oral tradition says, Maiaú is the beginning of Moju; place where Noratinho, after a fight with the monster snake, created the localities there, leaving Maria there in Maiaú. The research subjects are narrators, belonging to the villages: Ouro Verde, Cardoso, Perpétuo Socorro, Santa Maria and São José. The methodological path is based on Merleau-Ponty's existential Phenomenology linked to the Qualitative approach, also including field research, carried out through the field diary, participant observation and narrative interview, from the perspectives of Merleau-Ponty (2016), Mélo (2015), Flick (2005), André and Gatti (2011), Jovchelovitch and Bauer (2016), Marques (2016), Minayo (2016), among others to support the methodological path. Along this path, it is important to mention that Durand (2012), Bachelard (2017), Loureiro (1995), Corrêa (2016), Bosi (1994), among others base the theoretical framework on the category of myth and imaginary, Amazonian imaginary and memory. It was found that the narrators carrying the memories of the elderly explain geographical, environmental and enchanted phenomena, based on the myth of the big snake, phenomena that are identified with Maiaú, the lagoon of snakes. It is therefore concluded that the knowledge that emerges from the narratives constitutes a vivid poiésis that directly affects education. Knowing how to cross the social relationships and other habits of the subjects of the communities, to create and recreate ways of being and living with nature, justifying the life of the entire society, establishing rules of behavior.
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4
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ELIANA SANTOS DOS SANTOS
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Centro Alternativo de Cultura - CAC: a study on the relationships between popular education and liberation theology in the Amazon
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Líder : JOAO COLARES DA MOTA NETO
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Data: 21-jun-2024
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Resumen Espectáculo
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It deals with the history of the relationship between popular education and liberation theology, whose problematic addresses how the relationship between popular education and liberation theology is conceived, based on the history of activity of the Centro Alternativo de Cultura (CAC), located in the Amazon in state of Pará. The general objective is to analyze how the relationship between popular education and liberation theology is constructed, based on the history of activity of the Centro Alternativo de Cultura (CAC) from 1991 to 2021. The specific objectives are: a) Reconstruct the history and memories of the Centro Alternativo de Cultura Pe. Freddy (CAC), as well as the trajectory of activity in peripheral communities/spaces in the State of Pará; b) Discuss the theoretical and methodological bases that underpin the CAC in its work with communities/spaces, particularly popular education and liberation theology; c) Analyze the contributions of the CAC to the consolidation of a popular education experience in the Pará Amazon. To achieve these objectives, we opted for a historical-dialectic theoretical-methodological approach. This is an unprecedented research, methodologically based on the history of education that made it possible to delve deeper into the history of the CAC, which was optimized through documentary analysis, participant observation and semi-structured interviews. The research participants were selected because they are women working in their peripheral territories and are Popular Educators. Given this, the results are: a) the history of CAC is materialized through its insertion in peripheral communities in which school education reproduced school repetition and over time, the focus was expanded to socio-environmental education; b) popular education has enhanced communities based on the social reality of the people involved; and c) CAC has contributed to popular education by carrying out grassroots work in the Pará Amazon.
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5
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FABIO ROGERIO GOMES FORTUNATO
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Pedagogical Practice at EMEC Sebastião dos Santos Quaresma, Combu Island, Belém-PA: Some Approaches and Distances from Freirean Pedagogy
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Líder : TANIA REGINA LOBATO DOS SANTOS
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Data: 24-jun-2024
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Resumen Espectáculo
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The present study provides an overview of riverside education by focusing on the teaching practices at Sebastião dos Santos Quaresma Municipal School of Rural Education, located on Combu Island, Belém-PA. The study aimed to analyze how Freirean pedagogy manifests in the teaching practices at Sebastião dos Santos Quaresma Municipal School of Rural Education, on Combu Island, Belém-PA. Specifically, it sought to: a) Analyze which categories of Freirean praxis are present in the teaching practices of the teachers at the riverside school; b) Understand how the educators develop their teaching practices amid the challenges of a multi-grade riverside school; and finally, c) Identify the didactic-pedagogical strategies employed by the teachers to promote meaningful and contextualized education that reflects the reality of riverside students. The methodological approach of the study was grounded in qualitative research, configured as a phenomenological case study. Data collection was based on the application of questionnaires, document analysis, observation, and interviews with three teachers. During this process, theoretical cross-referencing was conducted with Paulo Freire's categories of praxis, along with a body of literature that included works beyond those of Freire (1979, 1983, 1987, 1996, 2000, 2001, 2013); such as those by Arroyo (2012, 2019); Gadotti (1991, 1994, 1996, 2001, 2007, 2008, 2017); Caldart (2004, 2015); Hage (2005, 2006, 2010, 2012); Brandão (1985, 2009); Candau (2008, 2010). The research findings revealed that, although the school’s legal documents align with the educational pedagogical principles of the Municipal Department of Education and embrace the Freirean conception of education, the school does not fully embody Freirean pedagogy. In practice, some elements suggest fluctuations that both align with and diverge from the Freirean conception of education. Often, there is an emphasis on developing the skills and competencies of the National Common Curricular Base, where lesson proposals are disconnected from the realities of the students. On the other hand, other findings commonly indicated that the teachers reflect on their practice and seek innovation in their pedagogical approach, intending to link theory and practice with the local reality. Thus, these actions demonstrate some alignment with the Freirean conception of education.
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6
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SAMIA CAROLINA GOMES DO ROSARIO
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Municipal Inclusion Policy in Ananindeua/ PA: a look at early childhood education
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Líder : TANIA REGINA LOBATO DOS SANTOS
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Data: 13-ago-2024
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Resumen Espectáculo
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This research had the general objective of analyzing the implementation of the inclusion policy adopted in early childhood education in Ananindeua/PA from the perspective of managers, technicians and teachers. And as specific objectives: to understand how children, up to three years of age, access special education in early childhood education units in Ananindeua; understand how the inclusive policy was implemented for daycare children enrolled in the Ananindeua educational network; identify the main advances and challenges faced by teachers, technicians and managers to implement the municipal inclusion policy in early childhood education in Ananindeua/PA; verify the perspective of teachers, technicians and managers on the inclusion of children targeted by special education (PAEE) in daycare. The study in question was characterized as a case study, with a qualitative approach, based mainly on Lüdke and André (2018) and Marconi and Lakatos (2003). The theoretical framework is based on Nunes and Kramer (2016), Mantoan (2006; 2015), Drago (2014), Fernandes and Santos (2018), Bueno (1999), Prieto (2006), Santos et al (2021) and Oliveira and Santos (2007; 2011). The documents that guide municipal public policies bring important advances to Ananindeua/ PA and align them with inclusive national policies for early childhood education. The field research took place in two early childhood education units of the Municipal Education Network of Ananindeua/PA, where observation techniques, photographic records, field diaries and semi-structured interviews were used. The research survey was subjected to content analysis by Bardin (2016). The results showed that: 1) there is no restriction of access for PAEE children, but overcrowding of the rooms; 2) the same inclusive education policies are proposed at all stages of education; 3) the presence/absence of an accompanying assistant is the biggest action of the policies applied to early childhood education, however, there is a greater shortage in educational units; 4) the teachers believe that the continued training provided by the education department is outside their realities and does not meet their needs; 5) collaborative work between teachers from the regular classroom and Specialized Educational Services (AEE) occurs easily within the unit itself, but faces resistance from external teachers; 6) the interviews allowed the participants to reflect on educational inclusion and different concepts were found; 7) the reflections also highlighted the importance of early childhood education for the development of these children. In general, despite the advances there are still many challenges to be overcome and some points considered setbacks. Therefore, we propose: reducing the overall number of children per group and more professionals to meet the work demand; raise topics of interest to teachers based on their needs and difficulties in training; implement SRM in each early childhood education unit.
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7
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NILSONCLEY BORGES DE SOUZA
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Body painting: Knowledge and educational practices of the Assurini indigenous people of Trocará. 2023
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Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
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Data: 27-ago-2024
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Resumen Espectáculo
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This study aims to investigate the educational practices present in body painting and the knowledge of the Assurini indigenous people from the Trocará Village, located in the southeast of Pará, 14 km from the city of Tucuruí. The general objective of the research is to analyze the educational process and the multiple forms of knowledge experienced in the body painting practices of Trocará Village. To support this objective, the following specific objectives were outlined: to historically contextualize the Assurini Village of Trocará; to understand the indigenous body in its educational constitution through body painting; and to describe the knowledge involved in the practice of body painting. The theoretical framework used is Cultural History, which delves into the minutiae of everyday actions that structure relationships and social contacts, broadening the concepts of education in other spaces, as discussed by authors such as Brandão (2002), Fonseca (2003), Albuquerque (2016), and Burke (2021), among others. Methodologically, this is field research of an ethnographic nature with a qualitative approach, using the Oral History method based on Thompson (1992), Geertz (2008), and Alves (2016). Among other considerations, the study points out that the educational process takes place in the sociability of body paintings present in rites of passage and everyday events, permeated by symbolic meanings conveyed by the body, which becomes a means of communication and identity. In this sociability of body paintings, a body of knowledge is put into circulation, intertwining the cosmological, symbolic, and social dimensions of the Assurini ethnic group of Trocará.
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8
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WELISON ALAN GONÇALVES ANDRADE
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Knowledge and Fun, Education and Devotion: The Marajoara Wrestling in the Festivity of Glorious Saint Sebastian of Cachoeira do Arari
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Líder : NAZARE CRISTINA CARVALHO
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Data: 29-ago-2024
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Resumen Espectáculo
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The secular struggle of Marajó Island, in Northern Brazil, the Marajoara Wrestling is imbued with a set of knowledge that reflects the identity, creativity, and strength of the Marajoara man and woman. In the municipality of Cachoeira do Arari, its practice is present in the lives of the people in many forms. On the region's farms, it entertains the cowboys during their moments of leisure; on the banks of the immense Arari River and in the municipality's sandy and grassy landscapes, it finds its natural arena and amuses the people of Cachoeira; in training centers, when its sportified version prevails, it encourages competition and fosters friendships among children, young people, and adults; and when the Festivity of the Glorious Saint Sebastian arrives, devoted wrestlers find space to burst into dozens of open-air performances. Based on Geertz's (2008) and Hall's (2003) concept of culture, we observe that Marajoara Wrestling, like other wrestling modalities, can be understood as a culturally constructed practice imbued with meaning. Among the factors that contribute to these wrestling modalities acquiring different meanings is the context in which their practice occurs. Following this interpretation and based on the theoretical assumptions of celebration and education by Brandão (1989, 2007, 2010), Ingold (2010), Duvignaud (1983), Tedesco and Rossetto (2010), this research analyzed the meanings attributed to the practice of Marajoara Wrestling during the Festivity of the Glorious Saint Sebastian in Cachoeira do Arari. The specific objectives were to outline the technical knowledge that permeates its practice in this festive context and to verify how the teaching and learning process of such knowledge occurs. Anchored in elements of Ethnomethodology, the research is based on a qualitative approach. Data collection occurred through participant observation, field notes and diaries, semi-structured interviews, and photographic records. The interpreters of the research are ten wrestlers from Cachoeira. The categorization, analysis, and interpretation of the data allowed us to infer that fun is the main meaning attributed to the practice of Marajoara Wrestling during the Festivity of the Glorious Saint Sebastian in Cachoeira do Arari, and that there are multiple technical skills that may permeate it in this festive context. Skills learned and taught through an “education of attention”, A process that occurs when an experienced wrestlers demonstrates technical knowledge of the Marajoara Wrestling to a beginner wrestlers so that they can watch and listen, and thus learn.. Knowledge that, when learned, means mastering the art of practicing Marajoara Wrestling
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9
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LARISSA JUCA PEREIRA
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This researchon cabocla Mariana began in 2004, when I started my journey as a daughter of Saint with in the terreiro
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Líder : JOAO COLARES DA MOTA NETO
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Data: 30-ago-2024
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Resumen Espectáculo
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The set of myths, traditions and know ledge, originating from miscegenation that permeates our history, are partof Brazilian popular culture, which allow edreligious practices, includingthoseof Afro-Brazilian origins, to be configured in various ways, varying according to the culture of each region of Brazil. This researchon cabocla Mariana began in 2004, when I started my journey as a daughter of Saint with in the terreiro, wheres heis responsible for the sons and daughter sof saint, with the aimof analyzing the configuration and consolidation of Tambor de Mina in the State of Pará, to promote cultural and historical memory through the development o feducational practices that can be worked on in the educational context, related to cabocla Mariana’s voice in educational practices with in the Terreiro de Umbanda Caboclo João da Mata through transmission of cultural know ledge. To construct the dissertation, it was sur vê yed thestate of theart regarding Tambor de Mina and cabocla Mariana, in addition to the main studie sandres ear chal ready developed in the area, with the a imof contributing the retically and epistemologically to the discussion under taken regarding popular know ledge in the Amazon. Productions were selected amongst articles, dissertations and the sis to compose the theoretical and bibliographic framework of this research, where studies are mostly concentrated in the are as of culture, education and religiosity. With this study, it was possible to demonstrate the educational practices and know ledge passedon by cabocla Mariana to the sons of Saint with int he dynamics of the Terreiro de Umbanda caboclo João da Mata. Through my trajectory as a daughter of saint, it was observed that the know ledge existing in the ir practices was built over they ears.
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10
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KARINA NAYARA REGO PORTAL
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Contributions of Continuing Collaborative Training for multipurpose teachers in teaching fractions.
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Líder : ROSINEIDE DE SOUSA JUCA
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Data: 16-sep-2024
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Resumen Espectáculo
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This research aims to investigate the contributions that collaborative continuing education can bring to multidisciplinary teachers. In this research, we selected four teachers who worked in the 5th grade of elementary school, the initial years in a public school, in the state of Pará, the locus of this research, in order to answer the following question: what are the contributions of collaborative continuing education for multidisciplinary teachers who teach fractions? To achieve this objective, we adopted a qualitative approach methodology, of the case study type, and the teachers chose to study fractions. We constructed the instruments such as: a questionnaire (applied at the beginning of the research), an interview (applied at the end of the research), in addition to the logbook containing the observations and recordings that supported the data analysis, which later followed the theory of content analysis. We held a total of 12 training meetings to study fractions, in addition to the meetings for planning, execution, evaluation, replanning and then re-conducting the classes in the three remaining classes, inspired by the experiences of Lesson Study (LS). As a result, we noted that the difficulty teachers have in teaching fractions comes from the weakness of their content knowledge, which also interferes with the way they teach. The difficulty in following the planning, execution and evaluation. In this study, we noticed the difficulty in developing the planning and how much mathematical anxiety interferes with the way teachers teach and affects student learning. Finally, it is understood that collaborative continuing education has positive contributions for versatile teachers, because from it the teachers participating in the research began to recognize and reflect on their pedagogical practices to transform what they do and how they do mathematics education, especially the teaching of fractions in the early years.
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11
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JESYAN WILYSSES OLIVEIRA GUIMARAES
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They Didn't Want to Play Because I Am Trans: Experiences of Trans Women and Travestis from Pará in Physical Education Classes
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Líder : LUCELIA DE MORAES BRAGA BASSALO
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Data: 23-sep-2024
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Resumen Espectáculo
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This dissertation is part of the research line "Teacher Education, Teaching, and Educational Practices" of the Graduate Program in Education at the State University of Pará (PPGED/UEPA). The investigation was guided by the following research question: how do trans women and travestis from Pará perceive, through their school experiences, the effects of gender norms in physical education classes on their existence and trajectory in this discipline? The main objective of this study is to understand how gender norms present in physical education classes affect the existence and school trajectories of trans women and travestis from Pará, based on their perceptions and experiences in this discipline. The specific objectives are: 1) to explore their perceptions of the physical education discipline; 2) to outline the participants' perspectives on being trans women and travestis in school-based physical education; 3) to identify processes of exclusion and discrimination experienced by the participants in physical education and the resistance strategies they developed to ensure their permanence and engagement in physical practices; 4) to describe the participants' future perspectives. This empirical social research adopted the methodological principles of the qualitative approach, with an emphasis on the sociological phenomenology of Alfred Schütz. It used Fritz Schütze’s Narrative Interview as the technique for collecting oral data, which were analyzed through the Documentary Method, following the analytical steps proposed by Ralf Bohnsack. Four (4) trans individuals with feminine gender identities participated in this research three (3) self-identified as trans women and one (1) as a travesti, who reconstructed their lived experiences in physical education classes. Based on the positions identified in the participants’ narratives, the study reconstructed four collective orientation models called “appreciation for physical education,” “normativities,” “transphobia,” and “resistance.” These models express the meanings and values the participants assign to their experiences and guide their attitudes and daily practices. The results indicate that physical education functions as a pedagogical space shaped by social gender norms, an environment that still seems to ignore, overlook, or be unprepared to address the gender diversity of students. As evidenced in the participants’ narratives, it often reproduces stereotypes, inequalities, exclusions, and violence in the practice of bodily activities.
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12
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IALES OLIVEIRA NASCIMENTO
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Teaching Ratio and Proportion Through Problem Solving for 7th Grade Elementary School Students.
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Líder : ROSINEIDE DE SOUSA JUCA
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Data: 24-sep-2024
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Resumen Espectáculo
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This study aimed to verify whether a teaching proposal using the Teaching-Learning-Assessment Methodology through Problem Solving contributed to the learning of ratio and proportion content and the development of proportional reasoning among 7th-grade Elementary School students. The guiding research question was: Can the Teaching-Learning-Assessment Methodology through Problem Solving contribute to the learning of ratio and proportion concepts and the development of proportional reasoning among 7th-grade Elementary School students? To achieve the objective of this research, we opted for the Design Research methodological approach, a type of didactic experimentation for the classroom that aims to test a teaching and learning theory. The Design Research methodological approach consists of three stages: preparation of the experience, classroom experimentation, and retrospective analysis. In this approach, we applied a teaching proposal using problem-solving to a 7th-grade class at a public school in the city of Belém, PA. During the teaching experiment with the Teaching-Learning-Assessment Methodology for Mathematics through Problem Solving, students were interested and engaged in the activities, adapting well to the different classroom dynamics. They actively participated from reading the problems to developing strategies, fostering autonomy and teamwork skills. Although they faced difficulties in interpreting problems, partly due to the lack of prior knowledge exacerbated by the Covid-19 pandemic, students managed to assimilate the concepts of ratio and proportion, showing signs of proportional reasoning development. The teaching methodology used also enabled accurate diagnostics and error socialization, making the teaching process more dynamic and promoting dialogue around varied problem-solving strategies.
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13
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MARIA SIDNEA DE SOUSA SOBRINHO
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This research has musical literacy as its object and search for investigating how the objects of knowledge according to BNCC for teaching art are developed for musical literacy, based on the analysis of 10 supervised internship reports from students on the Music undergraduate course
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Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
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Data: 25-sep-2024
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Resumen Espectáculo
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This research has musical literacy as its object and search for investigating how the objects of knowledge according to BNCC for teaching art are developed for musical literacy, based on the analysis of 10 supervised internship reports from students on the Music undergraduate course – UEPA, who interned at Elementary Schools I. The Specific objectives includes: to Understand how the law 11.769/08 is being implemented at schools that have teachers with musical qualifications; to verify how these contents are taught in schools that have a music educator; to analyze how this musical literacy is used into the classroom; to observe the profile of these teachers; to identify whether this musical literacy occurs or not in a full manner. This is a research with a qualitative approach with a descriptive nature and it has Brian Street, one of the main theorists of social literacy, and Keith Swanwick, a researcher and music educator, as authors of reference. To develop the present research, some guiding questions were created: Are contents taught in schools by music educators who work in teaching Art discipline in agreement with law 11.769/08? What is the teacher profile who works at Elementary Schools teaching Arts discipline? Does musical literacy occur based on the objects of knowledge parameters established for Arts Teaching? Therefore, the researchers and music educators Kodaly (1999), Suzuki (1994), Fonterrada (2005) Henstschke (1991) Mateiro (2012) Penna (2015) and Souza (2009), are pointed as theoretical grounding. This research is structured around three axes: musical literacy, art teaching and elementary education I. After analyzing the reports, it is recorded that musical literacy occurs partially and that the teacher problem of having to teach classes in all art languages still persists, being this a study of relevance.
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14
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MICHELLY DA SILVA FERNANDES
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Museu Paraense Emílio Goeldi and Indigenous Peoples: A Study on the Knowledge and Ways of Life of Indigenous Peoples in the Amazon
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Líder : SERGIO ROBERTO MORAES CORREA
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Data: 26-sep-2024
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Resumen Espectáculo
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This research is dedicated to analyze the educational projects and processes developed at the Museu Paraense Emílio Goeldi, located in the Amazon region, focusing on the knowledge and ways of life of the indigenous peoples studied by this scientific and educational institution. The struggle of indigenous peoples for self-affirmation is historic, and they have increasingly demonstrated their relevance by highlighting the civilizational crisis we face, as well as presenting possible and alternative paths for sociability and “other” forms of education. The question arises: Are scientific and educational institutions truly attentive to this knowledge, these messages, and these gestures? This master’s research is guided by the following research question: From what perspective has the Museu Paraense Emílio Goeldi, through its educational projects and processes, addressed the knowledge and ways of life of indigenous peoples within Brazilian society, particularly in the Amazon? The aim is to understand how the Museu Paraense Emílio Goeldi has addressed these forms of knowledge and ways of life through its educational projects and processes, with a focus on the Amazon. The investigation uses Schutz's (1979) social phenomenology method, prioritizing a qualitative approach that values and provides visibility to the subjectivities of participants and collaborators involved in the institution's projects through narrative interviews. This approach does not lose sight of the relationship with the historical and structural processes of Brazilian society and education, where these peoples remain marginalized and invisible. In this context, decolonial thought and the contributions of indigenous leaders and intellectuals play a prominent role in the research. Additionally, the research will include bibliographic and documentary analysis based on the Museum’s educational projects dealing with this theme, aiming to broaden the analysis of the social phenomenon in question. Thus, reflecting on Museum Education and Indigenous Peoples allows for a deeper engagement with the memories, cultures, and diverse knowledge that permeate society.
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15
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ANA PAULA DE PADUA CANCIO
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Cehcamhokaxmu iyopono yaw wooxam wai wai indigenas komo: ehnhatopo poko, etarmacho komo poko, ekaritotopo komo poko ehcamhoketaw so ha.
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Líder : JOAO COLARES DA MOTA NETO
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Data: 09-oct-2024
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Resumen Espectáculo
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On nekatîmyasi kehcamhokatopo entatopo yitînopo wooxam komo yehtopo ahceway komo xa enhanmenho niira ha ehcamhoketaw so iyoponho yaw ha, Campus Oriximiná da Universidade Federal do Oeste do Pará (UFOPA). Taa, amna rma tko nenhanhe okwe,ehnhnanme nhe komo ehcamhoketawso wooxam wai wai wosin komo iyopnho yaw cehcamhokaxmu komo ha Ensino Superior no Campus Oriximiná da UFOPA. Etarmatopo indigenas komo universidade yaw,tihtînosom takronomaxmu me cehtome so kayaritomo komo ya cehcamhoketaw so ufopa yaw,ewomxapu indigenas kom ha. Amna nimtapownhe enino rinhe komo yakro cehcamhokaxmu indigenas komo poko universidade yaw. Amna menhekenhe ehtopo ewrutopo komo, onoke yanan amoro kacho, ahcewa kyam nenmayatu ewto po yihnari komo ehtopo komo kacho poko indigenas wai wai yehtopo komo. On wara nay kehcamhokatopo citopo ha on yipu ke so wa amna nirasi, revisão bibliografico kesi anari komo yehcamhokachonhiri yai towtopo, pesquisa de campo kesi hara yihyairo so towtopo entacho ehtopo komo. Ero yipu komo ke tak tapota amna nirasi meresi tak amna, mewrexapu tho tak nimyasi Ufopa ya. Wooxam Wai Wai indigenas komo cehcamhokaxu 8 yakenhon amna nimyanhe entrevista ceyuhsom yiwya so cehcamhokaxmu mikyam iyoponho yaw UFOPA yaw Campus de Oriximiná-PA. Taa, eyuhtopo amna nenhanhe cehcamhokaxmu komo indigenas yehtopo Universidade yaw takronomacho komo iixe ehtopo okwe. camkî ehtopo komo. Citopo poko camkî ehtopo komo ewomtopo iyoponho yaka kehcamhokatopo, ehnhatopo komo karaiwa yentatopo poko,eken yiwintopo komo ehxira ehtopo,yuouramtamra ehtopo komo marha karaiwa chew ehcamhoketaw só erro yipu komo ehnanmenho cinheme só nasi okwe ehcamhoketaw só Universidade yaw. Ero ke wooxam indigenas Wai Wai komo takronomapore nasi yohno okwe, ero wa rma ehxira ehtome, anarme yaxan me kirwanhe ehtome so ehtopo komo ehcamhoketaw só.
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16
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BEATRIZ SIQUEIRA NUNES
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On the Waterways of Feminist Popular Education: an educational action in Cotijuba, Belém (PA)
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Líder : JOAO COLARES DA MOTA NETO
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Data: 11-oct-2024
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Resumen Espectáculo
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The present study focuses on feminist popular education in Pará Leitura (UEPA), a research and extension project at the State University of Pará (UEPA), with an emphasis on popular education in the countryside. The general objective of the study is to analyze the contributions of popular education, in the feminist training of educators, who reside in the state of Pará and students, residents of the community of Poção, island of Cotijuba, Belém/Pará, participants of the Pará Leitura Project (UEPA). Regarding specific objectives, the first seeks to understand the debate on feminist popular education based on the main theorists, who discuss the subject in Latin America, Brazil and the Amazon; the second seeks to describe the repercussions of Pará Leitura's work on the lives of the group's teachers, in the sense of building autonomy and affirming the right to education. The methodological paths of the research were carried out through a qualitative approach and through a decolonial epistemological-methodological perspective. The type of research focuses on participatory research. In relation to the procedures, the investigation enabled the bibliographical survey of scientific literature on the themes of gender coloniality, patriarchy, feminist popular education, decolonial feminism and the history of the Pará Leitura project (UEPA). The second procedure was through the documentary survey of reports and works about Pará Leitura (UEPA), which record the group's popular education actions. The third procedure took place through participant observation and the fourth procedure took place using narrative interviews and culture circles. Data analysis took place through what was experienced, looked at, felt and written, as well as through the construction of analytical categories and thematic categories.
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17
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MARILIDIA GUIMARAES ALVES
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AEE and investigate its impacts on the inclusion process of these children
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Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
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Data: 25-oct-2024
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Resumen Espectáculo
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The theme of this work was: Affection in the process of inclusion of children with disabilities. The aim was to analyze the aspects of a teacher's affection towards children with disabilities in the Specialized Educational Service - AEE and investigate its impacts on the inclusion process of these children. The base authors used for this research were: Wallon (1995), Isa-bel Galvão (1995), Lucia Rabello de Castro (2013) and José Carlos Libâneo (2021). The dissertation had the specific objective of understanding the foundations of affectivity from the perspective of inclusion, investigating how the teacher interacts with students during care and her strategies, it was possible to identify possible advances and challenges for the tea-cher who works with early childhood education, for the process of inclusion of children with disabilities. This was a qualitative research with data collection and analysis, semi-structured interviews were carried out with the researched teacher. The method chosen was the phe-nomenological method of Alfred Schütz (2012). The choice for the research subject was due to the fact that the teacher is a reference in the area of AEE - Specialized Educational Servi-ce and has extensive experience and practice with children with disabilities in our region. . With the results found, it was possible to observe the concept and foundations of affectivity from the perspective of school inclusion, its importance in the inclusion process, the advan-ces and challenges found in the inclusion process adopted in our region with children with disabilities and how much affectivity is necessary for the inclusion process of these children.
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18
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FABIO AUGUSTO TEIXEIRA RODRIGUES
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constitution of the LGBTIA+ Brazilian Sign Language interpreter occur? This research aims to analyze the architectonic constitution of the LGBTIA+ Brazilian Sign Language interpreter in the education of deaf people
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Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
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Data: 06-nov-2024
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Resumen Espectáculo
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When it comes to the education of deaf people, one of the important aspects is accessibility, which is related to the Brazilian Sign Language (Libras) interpreter. Due to the historical constitution of this profession, some rules were being assimilated, although they do not contemplate plurality. In this context, what stands out is what has become known as the “code of ethics”, which establishes the conditions of action, specifically the premise of neutrality during work. In view of this, there is the following question-problem: given that the official discourse, assimilated by manuals and associations advocates the dissociation of body and professional practice, how does the architectonic constitution of the LGBTIA+ Brazilian Sign Language interpreter occur? This research aims to analyze the architectonic constitution of the LGBTIA+ Brazilian Sign Language interpreter in the education of deaf people. The theoretical-methodological contribution is based on the Philosophy of the Act, by Mikhail Bakhtin ([1920-1924] 2017), and on the Queer theory, by Judith Butler ([1990] 2003, 2022). Regarding the collection of utterances, a consultation was carried out in the documents of the Ministry of Education and the Brazilian Federation of Associations of Professional Translators and Interpreters and s Brazilian Sign Language Guide-Interpreters, specifically the code of ethics. In addition, a semi-structured interview was used and conducted with one participant. The research results indicate the position of the Brazilian Sign Language interpretation profession constituted by a discourse of maintenance of compulsory heterosexuality, materialized by the discourse of a supposed impersonality in the professional exercise. Thus, the intersubjective constitution of the Brazilian Sign Language interpreter is concluded with an emphasis on a notion of neutrality/impersonality, which comes from a Christian-evangelical discourse, characterized, in terms of gender/sexuality, by limiting performativities. It also points to the responsible act of the participant, based on the transgressive and conscious exercise of a concrete professional action, in which he acts by mobilizing all the values that constitute him, in order to constitute an architectonic of the act and in tension with the official discourse, incorporated in the official documents.
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19
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ROSEANE DO ESPIRITO SANTO LIMA
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knowledge and practices in the city of Belém. It sought to explore the pedagogical practices that characterize Full-Time Schools and the knowledge they reveal.
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Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
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Data: 08-nov-2024
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Resumen Espectáculo
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The theme of this study was: Full-Time School: knowledge and practices in the city of Belém. It sought to explore the pedagogical practices that characterize Full-Time Schools and the knowledge they reveal. I realized that it was important to study and understand the practices and knowledge, culture and methodologies applied in the extended school day of children. The subjects to be investigated are linked to the daily life of full-time schools, the knowledge, methodologies and routine of the teacher who accompanies the students of this school. Aiming for the quality of the research, leading us to the correct observation and analysis of this daily school life and its practices. The authors used as the basis for this research were: Anísio Teixeira, Paulo Freire, who revolutionized adult literacy; Cavaliere 2007; Coelho 2009, Anísio Teixeira Manifesto dos Pioneiros (1932-1959). Lima, Elvira Souza. Curriculum Inquiries: Curriculum and Human Development; Arroyo Miguel, Curriculum and Territory in Dispute and Minayo (2001) Marília Cecílio de Souza Org. Social Research. Qualitative research and narrative interview; Parente 2010, Vieira 2016. The dissertation had as its specific objective, what are the characteristics and components of the curriculum that is being practiced in Full-Time Schools in Belém? What philosophical and theoretical conceptions guide the curricular experiences in Full-Time public schools in Belém? What are the challenges and possibilities in building an integration between cultural knowledge and curricular practices that guarantee the right to comprehensive education, as provided for in the LDB for Basic Education? More specifically, to map the official curriculum implemented by MEC and Resolution No. 002/2012-GS/SEDUC; to know and record new theoretical and methodological knowledge and practices that emerged from Full-Time. The research in question is qualitative in nature, using a method based on Alfred Schutz's Phenomenology of Social Relations (1979). It is a bibliographic and documentary investigation, of the descriptive type and experience report, also including a field component. The research subjects were teachers, students, coordinators and managers.
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20
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CARMEN REGINA FERNANDES LISBOA
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Pará Social Welfare Foundation: Assistance and Education for juvenile offenders (1967 to 1979).
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Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
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Data: 16-dic-2024
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Resumen Espectáculo
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This work, entitled "Fundação do Bem-Estar Social do Pará: Assistance and Education of the Juvenile Offender (1967 to 1986)", is the product of master's research linked to the Graduate Program of the Universidade do Estado do Pará, in the research line of Cultural Knowledge and Education in the Amazon, and to the Research Group on the History of Education in the Amazon (GHEDA), in the line of History of Educational Institutions, Intellectuals, and Printed Matter. The research problem is: How was the assistance and education of juvenile offenders constituted at the Fundação do Bem-Estar Social do Pará (Fbesp) in the years 1967 to 1979 in Belém do Pará? The general objective is to analyze the assistance and education of juvenile offenders served by FBESP in the years 1967 to 1979. The specific objectives are to identify how the creation and implementation of this institution took place; describe its assistance actions with juvenile offenders; and analyze the education of juvenile offenders assisted by FBESP. This documentary research, from the perspective of cultural history, uses the following sources: Basic study of the implementation of Fbesp (1966), Report of institutional activities 1979 to 1982, Action Plan from 1983 to 1986, Report of institutional activities from 1983 to 1986, Annual Report of FBESP from 1984, FBESP booklet 1991, Report of activities from 1993, photos, Messages from governors to the Legislative Assembly of 1975 and 1978. The Fundação do Bem-Estar Social (Fbesp) emerged from the intervention proposal of the Social Service of the Office of Governor Commander Alacid Nunes, considering the situations of social vulnerability that various segments of the population were facing in this period, especially juvenile offenders, abandoned and needy children. The history of FBESP was related to the end of services at another institution for minors, the Nogueira de Faria Educandário, located on Cotijuba Island. FBESP, through an agreement, started to implement the guidelines of the National Policy for the Well-being of Minors of 1964, and with this, it had responsibility for these minors who were previously hospitalized in the Educandário. Unlike other units that implemented this policy, FBESP did not exclusively serve abandoned, needy, and delinquent minors, but also the elderly and the socioeconomically vulnerable population. In the educational field, Fbesp presented a combination of practices external to formal education and labor activities with disciplinary life. Although these practices reflect the normative models of discipline of the time, the institution also invested in actions that promote socialization and the development of practical skills. These initiatives demonstrate efforts to go beyond the prevailing punitive logic, seeking to promote the resocialization and reintegration of minors into society. Although innovative in some aspects, Fbesp presented structural and operational challenges that limited the full effectiveness of its actions. Its assistance and educational practices revealed a constant tension between social control and the objectives of inclusion and resocialization. This ambivalence reflects the contradictions of public policies of the period, which often reproduced social inequalities, even when they aimed to combat them. FBESP was a unique institution compared to the other FEBEMs existing in Brazilian territory, standing out for its attempt to combine educational and assistance practices, although minors were supervised through an internment system.
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21
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PEDRO JUNIOR DOS SANTOS SILVA
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Serafina Cinque take place in the context of the colonization of the Amazon in Altamira-Pará, in the period 1970 - 1988
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Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
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Data: 17-dic-2024
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Resumen Espectáculo
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This research, developed in the Postgraduate Program in Education at the State University of Pará, in the line Cultural Knowledge and Education in the Amazon and in the Research Group History of Education in the Amazon, from the line History of Educational Institutions, Intellectuals and Printed Matters, has as its research problem: How did the educational and religious formation that underpinned the educational practices and missionary actions of Serafina Cinque take place in the context of the colonization of the Amazon in Altamira-Pará, in the period 1970 - 1988? Its general objective is to analyze the educational and religious formation that underpinned Serafina Cinque's educational practices and missionary actions in the context of the colonization of the Amazon in Altamira-Pará, from 1970 to 1988. Its specific objectives are: to analyze the ways and means of the Cinque's arrival in Brazil and the reasons for their emigration to the interior of the Amazon, the early years of Serafina Cinque's childhood and adolescence; to trace Serafina Cinque's student, professional and religious career; to identify the challenges faced by Serafina in carrying out her educational practices and missionary actions. The research is documentary from the perspective of cultural history. The historical sources are the two units of the official document for the beatification/canonization of Professor Serafina Cinque, photographs, diplomas, letters and personal notes, attendance reports and the statutes of Casa Divina Providencia and the narratives of nine people interviewed who knew and/or lived with Serafina. Serafina Cinque was the daughter of Italian immigrants Sarah and Vicente Cinque, who came to Brazil at the beginning of the 20th century with the intention of building wealth in the golden age of rubber. She was born on January 31, 1913 in the village of Boca das Garças, in the municipality of Urucurituba, in the state of Amazonas. Sent to Manaus to study at a boarding school and denied her wish to become a nun by her father, she trained as a teacher at the age of 20 and went on to teach in the interior of the state of Amazonas and, later, in numerous schools in the capital. In 1946, she traveled to the United States to become a nun, returning to Brazil with the mission of opening convents in the Amazon. On her return in 1948, she worked as a teacher and school principal, opening schools for her religious congregation. In the state of Pará, in the context of the colonization of the Amazon in the 1970s, she became known as the angel of the Transamazon, for her social work in the city of Altamira and the Xingu region. Serafina's educational background and the philosophical-educational foundations that theoretically and methodologically underpinned her educational practices and missionary actions are intertwined with a humanism that has its cornerstone in the pedagogy of love and Catholic Christian values.
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22
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JAQUELINE ARAUJO DA SILVA
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Teaching knowledge and practices in special education: a study on the Moendy Akã Center in Bragança-Pará (2014-2023).
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Líder : TANIA REGINA LOBATO DOS SANTOS
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Data: 20-dic-2024
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Resumen Espectáculo
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This research carried out a study on the construction of knowledge and pedagogical practices of teachers at the Reference Center for Specialized Therapeutic and Educational Care Moendy Akã-CRATEE. The work's line of research is: teacher training and pedagogical practices. The locus of the research was the Reference Center for Specialized Educational Therapeutic Care Moendy Akã - CRATEE Moendy Akã, located in the city of Bragança/Pará. The research aimed to analyze the teaching work carried out in special education at the Moendy Akã Center. Specific objectives were also sought: Identify under what assumptions, where it comes from and how teaching knowledge is developed at the Moendy Akã Reference Center for Specialized Therapeutic and Educational Care. Analyze the pedagogical practices of teachers at the Reference Center for Specialized Therapeutic and Educational Care Moendy Akã- CRATEE based on the knowledge used to facilitate the learning of students with disabilities and reflect on the knowledge and teaching practices arising from the know-how of special education theories. This work was developed through case study research, with a qualitative approach, using documentary analysis and participant observation and field research, using of semi-structured interviews. In this proposal, the study presented as basic authors those who dialogue with teaching knowledge and pedagogical practice from the perspective of special education, namely: Tardif (2002), Pimenta (2005) and Gatti (2017) on training actions in the field of teaching and Freire with the Pedagogy of autonomy (2010), Pedagogy of hope (1992). Brandão (2002), Minayo (2001) and Yin (2001) were used as methodologists with case studies. The research findings showed that when creating learning environments, the teachers at the Moendy Akã Center consider working on the behavioral issue, and cited theoretically divergent learning theories such as behaviorism and constructivism, but with an emphasis on practices based on a student-centered methodology, often applying different methodological alternatives, such as student-centered learning strategies that generate curricular adaptation, ranging from the organization of space and the construction of resources, generating individualized educational planning – PEI. Among the results, the following stand out: the perception of the relationship between teachers and their knowledge and how pedagogical practices are constructed. The research results also indicate that teaching work in special education faces challenges that cannot yet be overcome, such as barriers that range from the family environment in terms of communication to difficulties in accessing resources for developing pedagogical work.
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Tesis |
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1
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ELIANA DE JESUS DE SOUZA LEMOS
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This study is based on the thesis that the social processes inherent in the school experiences of children with psychological distress emerge in their life narratives, which intersect with other life experiences, and that children strive to manage and overcome the difficult situations that arise in these experiences
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Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
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Data: 21-mar-2024
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Resumen Espectáculo
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The objective of the present study was to analyze the school experiences of two children suffering from psychological distress who attend Nova Aliança School, based on their life narratives, as well as the social processes inherent in such situations that intersect with their other life experiences, how they strive to manage them, and how they attempt to overcome them. This study is based on the thesis that the social processes inherent in the school experiences of children with psychological distress emerge in their life narratives, which intersect with other life experiences, and that children strive to manage and overcome the difficult situations that arise in these experiences. Thus, the research problem that emerged was: how do the processes of their school experiences emerge in the life narratives of children with psychological distress, and how do they strive to manage and overcome them? This work draws on the studies of Frantz Fanon on the sociogenesis of psychological distress, the work of Paulo Freire to discuss issues related to education and inclusive education, as well as the philosopher Byung-Chul Han who addresses issues relating neoliberalism and psychological distress. For the realization of the fieldwork, the Life Narratives methodology of Daniel Bertaux was employed, which consists of the oral account that a person provides about their life experience. The method corresponds to the study of an oral, diachronic, and oriented narrative, which revolves around a central axis of the lived experience, linking events, actions, and social interactions characterized by the narrative form of a fragment of lived experiences. This work analyzed the social processes that emerged in the domains of João and Yan's existence related to family and interpersonal relationships, but mainly the experience of school and student formation, by focusing on the school experiences of both. Data analysis began with a comprehensive analysis of each participating child's life narrative, followed by a comparative analysis of both narratives. In the comprehensive analysis of João and Yan, which culminated in the comparative analysis, social processes emerged that marked their school experiences, such as the sociogenic nature of their psychological distress, ambivalent socialization with their peers at school, bullying, the teaching learning process marked by the neoliberal social model that contributes to the maintenance of their psychological distress, learning itself, and art as a way to manage and overcome difficult experiences, and how their inclusion processes are marked by mechanisms of exclusion. I consider, based on the children's experiences, that as long as the school is under the dominance of neoliberal models and psychological distress is not embraced by educational models as a way of expressing their anxieties and subjectivities, often having its genesis in the society in which they are inserted, true inclusion cannot be achieved.
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2
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MARINALDO PANTOJA PINHEIRO
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How was education implemented by the Capuchins to the Tupinambá of Maranhão and how did they resist it, in the years 1612 to 1614?
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Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
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Data: 05-abr-2024
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Resumen Espectáculo
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The doctoral research is part of the Postgraduate Program in Education at the University of the State of Pará (PPGEd-UEPA), the research line "Cultural Knowledge and Education in the Amazon" and the History of Education in the Amazon Research Group (GHEDA), from the line “History of Educational, Intellectual and Printed Institutions". Its research problem is: How was education implemented by the Capuchins to the Tupinambá of Maranhão and how did they resist it, in the years 1612 to 1614? From problem, the general objective of the research was established: Analyze the education implemented by the Capuchins for the Tupinambá of Maranhão, focusing on how they resisted it in the years 1612 to 1614. And as specific objectives: 1) Describe the origin of Order of the French Capuchins and the Tupinambá of Maranhão Island; 2) Identify the meanings and ways of educating the Capuchins and the Tupinambá; 3) Characterize the educational strategies of the Capuchins and the forms of resistance of the Tupinambá; and 4) Outline the dynamics between the Tupinambá bodies and Capuchin education, during 1612 to 1614. The thesis defended in this research is that the education implemented by the Capuchins constituted a facilitator of learning Christian doctrine and French cultural values, with the purpose of “civilizing” and colonizing the indigenous people, in order to convert them to Christianity, exploit their labor, obtain military support and appropriate the region, but the Tupinambá resisted the education of these religious people. Historical and educational research, guided by the evidentiary method and the assumptions of cultural history, has as its main sources the literature produced by the Capuchin priests, Claude d'Abbeville (History of the Mission of the Capuchin Fathers on the Island of Maranhão and surrounding lands), and Yves d'Evreux (Journey to the north of Brazil, made in the years 1613 and 1614), who lived with the indigenous people between 1612 and 1614. The theoretical support used was Baniwa (2006; 2011), Barros (2005), Burke (1997 ; 2008; 2016; 2017), Caleffi (2011), Galvão; Fonseca (2017), Ginzburg (1979; 1989), Gregory (2019), Gruzinski (2001), Kambeba (2020a; 2020b); Kopenawa (2015), Melo (2010), Munduruku (1996; 2013); Pesavento (2014), Vainfas (2001; 1989), among others. The French Capuchin priests, Yves d'Evreux (the religious superior of the mission), Cláudio d'Abbeville, Arsênio de Paris and Ambrósio d'Amiens, came to Maranhão Island, with the mission of educating the Tupinambá, according to the doctrine of the Church Roman Catholic Apostolic and French cultural values. The education they implemented faced native resistance, negotiations and cultural exchanges. Indigenous resistance included native practices such as pajelança, waxing, cutting and body painting. The Capuchins learned from the indigenous people, acquiring skills to survive in the forest, resulting in an educational symbiosis where missionaries and indigenous people educated each other
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3
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ADELICE SUELI BRAGA DELGADO
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The study was carried out within the Supervised Internship in Early Childhood Education discipline of the Pedagogy course at UFPA, Guamá campus, with the participation of sixteen students who completed an internship in the 2022 academic period.
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Líder : TANIA REGINA LOBATO DOS SANTOS
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Data: 18-abr-2024
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Resumen Espectáculo
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quality and the specificities of teaching work in the face of children's singularities. The intention of this research is to investigate and understand the teaching professional learning practices of interns in Early Childhood Education on the Pedagogy course at the Federal University of Pará, based on participation in dialogic experiences. The study was carried out within the Supervised Internship in Early Childhood Education discipline of the Pedagogy course at UFPA, Guamá campus, with the participation of sixteen students who completed an internship in the 2022 academic period. It is a research within the scope of the dialectical historical approach method, based on the principles of a qualitative perspective and the empirical materials that make up the corpus of analysis and interpretation were produced from the reading and examination of the Pedagogical Intervention Plans, Final Article problematizing practices and individual semi-structured interviews of interns participating in the research. To analyze the information collected, two projects were identified and divided into actions. For the first project “Construction of the pedagogical intervention project”, the following actions were analyzed: (1) recognition of the educational context; (2) reflective observation and recording of teaching practice; (3) identification of learning experiences. And for the second project “Formulation of the final Supervised Internship article”, the actions were identified: (1) being a teacher in daycare and preschool and (2) reflections on the teaching profession. The participation in two scenarios stands out - the classroom at UFPA (Scenario 1) and the internship field (Scenario 2) - which contributed to the problematization of practices, giving new meaning to the contexts, knowledge and processes specific to Early Childhood Education. This research identifies the inseparability of theory and practice and issues related to professional teaching learning in the context of dialogicity, in the Freireano sense; considering that through dialogicity there were opportunities to share knowledge and experiences of the pedagogical practices developed in the providing space, enabling the involvement of interns. Bringing together the idea that initial education - and the resulting learning - is a collective responsibility, including public policies that involve everyone.
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4
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TERESA CHRISTINA DA CRUZ BEZERRA DE SENA
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The qualitative study, with a phenomenological approach, seeks to understand the educational practices and underlying pedagogical foundations that occur in the context of a medical residency
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Líder : IVANILDE APOLUCENO DE OLIVEIRA
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Data: 20-jun-2024
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Resumen Espectáculo
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This thesis is the result of field research involving resident physicians who were interviewed from March to May 2023 at a State Public Hospital in the Metropolitan Region of Belém, in the State of Pará. The qualitative study, with a phenomenological approach, seeks to understand the educational practices and underlying pedagogical foundations that occur in the context of a medical residency program to announce pedagogical and methodological indicators from the perspective of residents and Paulo Freire's humanistic education in accordance with the humanization process indicated by the SUS. The specialized medical training is investigated, seeking the reasons, based on the narrative of the research participants, for medical care so detached from the principles and guidelines of the Unified Health System. Thus, it raises the following question for investigation: Is teaching in medical residency programs in hospitals characterized as a teaching of oppression, a pedagogy of suffering? The results show that over time a training process with little pedagogical basis was established, promoting "banking" values and highlighting authoritarianism, alienation, domination, silencing and many other characteristics that are directly related to capitalist societies, which in other words place the human being in second place, thus promoting dehumanization. Precisely because of the denunciation of little pedagogical density in the training of medical residents, and little serious consideration of medical education, a pedagogy of suffering was established. As a liberating ethical-critical announcement, it considered the reality of the research subjects, through field records (interviews), combined with a theoretical framework predominantly based on Paulo Freire, Enrique Dussel and Bell Hooks. Based on these elements, a pedagogy of lovingness is proposed, as well as pedagogical principles that point to emancipatory and therefore humanizing educational practices, which are in line with the principles that constitute the SUS itself. The thesis is, therefore, a denunciation — an announcement of another possibility for medical education, an education that is ethically and politically committed to human beings and that restores hope in the daily routine of health care.
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5
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MAYARA CRISTINY SOUZA MARTINS RODRIGUES
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Poetic education at PPGED-UEPA: analysis of scientific productions from 2007 to 2023
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Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
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Data: 01-oct-2024
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Resumen Espectáculo
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The thesis entitled "Poetic education at PPGED-UEPA: analysis of scientific works from 2007 to 2023" is based on the following question: how do the scientific works of the Postgraduate Program in Education, at the State University of Pará (PPGED-UEPA), in between the years 2007 and 2023, configure an epistemological field located in the relationship between education and literature, through which a multiplicity of knowledges are moving? Therefore, its general objective is to analyze the field of education and literature inside the works of PPGED-UEPA. In view of this, it has as guiding questions: what poetic-knowledges emanates from these PPGED-UEPA researches? What does the academic research of Professor Josebel Akel Fares point out in the constitution of the literary-educational field? How do the works of the Northern Regional Meetings, of the National Association of Posgraduate Studies and Research in Education (ANPED), carry out the dialogue between education and literature? How is the epistemological field of education and literature configured facing of these scientific works? For this reason, the specific objectives are: to identify the knowledges that emanate from the scientific works of the PPGED/UEPA; to reflect about the academic works of Professor Josebel Fares for the constitution of this literary-educational field; describe the works of the Regional Scientific Meetings-ANPED, in the North region; point out the constitution of the literary-educational epistemological field regarding to its main discussions. This is a theoretical-bibliographic research of a descriptive-analytical nature, based on the state of the art, supported by the studies of Romanowski and Ens (2006). Methodologically, I also make use of the authors of cultural history, Peter Burke (1992) with his work A social history of knowedge: from Gutenberg to Diderot and Michel de Certeau (1982) in Writing of History. Theoretically, I was inspired by Pierre Bourdieu in The Scientific Field (1976). Among the considerations, the research indicates the construction in the PPGED-UEPA of 32 dissertations and 1 thesis regarding the diversified scientific works based on sensitive education, memories, oral poetics which configures a literary-educational epistemological field capable of blurring the abyssal lines of modernity, by putting on stage educators and alternative knowledges, generally made invisible by modern western science.
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6
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JEOVANI DE JESUS COUTO
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TEMPOREZA: knowledge of the Women of the Santo Ezequiel Moreno Community Portel, Pará State
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Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
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Data: 24-oct-2024
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Resumen Espectáculo
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The present study, “TEMPOREZA1: knowledge of women from the Santo Ezequiel Moreno Community in Portel, Pará State”, aims to analyze women’s accounts based on practices of nature preservation, ecological, spiritual, communitarian and organizational knowledge. The thesis I defend is that there is a women’s movement on Marajó Island, specifically in the Santo Ezequiel Moreno community, led and based on the recognition of organizational and communitarian knowledge of ecological preservation and agro extractive cooperation. The perspective adopted is the ethnosociological and dialogical life narrative. The corpus selected for analysis consists of narrative interviews, conversation circles and participant observation, which serve to characterize the protagonism, the social mobilization, the ecological praxis, the knowledge, oppressions, the socio-territorial, ecological configurations and the resistance to colonial and paternalistic practices. Visual, written, and sound metaphors are intertwined with the text through narratives and the community setting, between rivers and forests, presupposing new paths of intersectional investigation. The epistemology is based on the temporeza concept and Paulo Freire dialogic approaches, on Chico Mendes ethical and ecological approaches, on the concept of bem-viver2, on hooks' (2021, 2022) teaching and resistance community, on Gargallo's (2014) communitarian ecofeminism, and on the categorizations evidenced by the intersectional analysis of Collins (2021), hooks (2013), Gonzalez (1984, 2020), and Lugones (2014). This work contributes to discussions on feminism from the perspective of education as a practice of freedom, especially in the context of sociocultural and environmental diversity, expanding the content of reflections on women and rurality, as well as helping in the process of emancipatory recognition of women in the Marajoara Amazon.
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7
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HANNA TAMIRES GOMES CORREA LEAO TEIXEIRA
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tiene como objetivo desarrollar con educadores y educadoras de la educación infantil una praxis pedagógica freireana de prevención de la violencia sexual contra los niños
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Líder : IVANILDE APOLUCENO DE OLIVEIRA
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Data: 29-nov-2024
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Resumen Espectáculo
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Esta tesis, vinculada a la línea de Saberes y Educación en la Amazonía, del PPGED/UEPA, tiene como objetivo desarrollar con educadores y educadoras de la educación infantil una praxis pedagógica freireana de prevención de la violencia sexual contra los niños. Parte del problema: ¿Cómo contribuye el pensamiento educativo de Paulo Freire a reflexiones-acciones de educación infantil preventivas a la violencia sexual contra los niños? Este crimen contra la infancia se practica principalmente en casa, por lo que es crucial que la escuela asuma el protagonismo en saber proteger a los niños. Los datos del Anuario Brasileño de Seguridad Pública (2022) revelan que la mayoría de los casos ocurren mientras los niños y adolescentes están en la Enseñanza Fundamental. Así, para que haya una prevención efectiva, la Educación Infantil es el contexto más indicado. La metodología de la investigación constituye una investigación-acción colaborativa (Ibiapina, 2008); de tipo participante (Brandão, 2003, 2006); con un enfoque cualitativo (Gatti, 2002, 2010); tejiendo aproximaciones con la dialéctica materialista de Marx (2008, 1979) y sus contribuciones a las investigaciones en educación (Gadotti, 1997). Sus procedimientos son diagnóstico de los conocimientos previos de los maestros y maestras sobre el tema; y círculos de cultura en formato de talleres dando condiciones para que los sujetos puedan identificar situaciones de riesgo, indicios de violencia, estrategias de prevención, así como la creación de planes de acción a partir de Paulo Freire, quien contribuye con su pedagogía de la autonomía y del diálogo. Los principales temas que constituyen el marco bibliográfico pasan por la problematización de la erotización infantil (Kilboume; Levin, 2009); Ser niño a partir de Arroyo (2007), Campos (2019) y Santos et al (2022); educación y ética (Oliveira, 2006), educación sexual (Figueiró, 2018, 2010); violencia (Dussel, 1993); violencia sexual (Sanderson, 2005); el papel de la escuela en el Sistema de Garantía de Derechos del Niño y del Adolescente (Rovinski; Pelisoli, 2019). Además de estos autores y autoras, Freire (2020, 2015a, 2015c, 1993, 1992) contribuye de forma transversal en diferentes partes de la tesis, señalando como resultado su potencial epistemológico y metodológico para la elaboración de una pedagogía de prevención fundamentada en autonomía, diálogo, decir su palabra, escucha, humanización, violencia y sexualidad.
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8
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KASSYA CHRISTINNA OLIVEIRA RODRIGUES
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This study deals with two practices of Inclusive Education of Special Education, developed in Belém do Pará
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Líder : IVANILDE APOLUCENO DE OLIVEIRA
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Data: 13-dic-2024
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Resumen Espectáculo
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This study deals with two practices of Inclusive Education of Special Education, developed in Belém do Pará, guided by the theoretical-methodological framework of Paulo Freire (2006a, 2005), as well as by Dussel (2002) and Hooks (2017), who are united in their thoughts. Its problem question is: what inclusive Freirean know-how is produced in educational practices at CRIE and NEP, with students with disabilities, in the city of Belém do Pará? It aims to investigate what inclusive Freirean know-how is produced in educational practices at the Gabriel Lima Mendes Reference Center for Educational Inclusion - CRIE and at the Paulo Freire Popular Education Center - NEP, with students with disabilities, in the city of Belém do Pará and, specifically; to analyze Inclusive Special Education practices guided by Freirean frameworks at CRIE and NEP, with students with disabilities, in the city of Belém do Pará; identify which principles of Freire's thinking are present in the educational practices of CRIE and NEP; analyze which pedagogical elements of Freirean education are present in Freirean Special Education practices at CRIE and NEP; and; understand the challenges and dreams experienced by educators at CRIE and NEP in their inclusive educational practices guided by Freirean principles. This is a qualitative field research of the collaborative participatory research type (Barbier, 2007; Brandão, 2003; Freire, 1981; Ibiapina, 2008). Two territories constitute the CRIE and NEP and sixteen people, including women and men, are part of them as participants, nine from CRIE and seven from NEP. Among the procedures for collecting and producing data, participant observation, recording in a field diary and photographs were carried out, and dialogued interviews were also conducted. Freirean dialogue, webs of knowledge and learning patterns made it possible to analyze the data. Among the results, it was identified that, at CRIE, Freirean principles are present in some educational practices of educators belonging to Programs and Centers of the aforementioned Center, a situation that does not spread to the Network as a whole; at NEP, the exercise of Freirean Special Education was evidenced, with the exponent of this practice being Professor Doctor Ivanilde Apoluceno de Oliveira, coordinator of the Center, a professional engaged in Popular Education who translated Paulo Freire's theoretical-methodological construct into the field of Special Education, as well as bringing Dusselian ethics to support this field with the decolonial theoretical-epistemological framework.
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9
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THAIS TAVARES NOGUEIRA
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Education, Ancestry and Re-existence in Márcia Kambeba's Indigenous Literature
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Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
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Data: 16-dic-2024
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Resumen Espectáculo
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This thesis aims to analyze insurgent education in Márcia Kambeba's indigenous literature, highlighting her practices of re-existence and ancestral wisdom that shape the thinking and trajectory of her people. Methodologically, I begin by immersing myself in the works Ay Kakyri Tama: I live in the city, The place of Ancestral Knowledge and Forest Knowledge, which stand out for their poignant dialogue with education, based mainly on her childhood memories and the daily life of the villages where the author lived. In tune with cultural history (Burke, 2008; Pesavento, 2003; Pachamama, 2020), this research is documentary in nature, as it is a study based on literary works, which are seen here as documentary, historical and philosophical sources (Rodrigues e França, 2010). The books selected are the main means of understanding Márcia Kambeba's thoughts and are complemented by interviews conducted with her, inspired by the assumptions of oral history (Portelli, 2016), in order to capture aspects of her daily life and life trajectory. The resulting analyses follow the decolonial thread of understanding the world (Mota Neto, 2016; Mignolo, 2005; Walsh, 2009). It is, therefore, a qualitative approach that seeks to look from the present to the past through ancestral memories perceived, above all, in the literary fabric where resistance and orality meet: indigenous literature (Graúna, 2013; Dorrico et al., 2018; Munduruku, 2022). This historical source has a lot to reveal and I highlight it as a potential way of rethinking the writing of the history of indigenous peoples. Through indigenous literature, it is possible to understand other ways of educating/learning; as well as other ways of feel, think, existing and sharing existence (Krenak, 2019, 2020, 2022; Guerrero Arias, 2010). I also point out the indigenous woman to occupy a cosmogonic political place in confronting colonialities, belonging to peoples excluded or marginalized by Western logic (Anzaldúa, 2000), as is the case of riverside and/or indigenous peoples of the Amazon. When highlighting Márcia Kambeba's works, I can't help but think of her from the perspective of intersectionality (Collins, 2021) and how this characterizes her place and territorial body, her struggles and spaces of struggle. Finally, I highlight six processes that comprise the education present in the author's works: - learning from day to day life, through experience, bathing in the river, in the forests and in sharing; - the elders' knowledge: knowing how to listen, understanding the moon, sacred culture and spirituality; - the time of my knowledge, the elder's time, which is not rushed and arrives at the right moment; - the pedagogy of the waters, in which the river emerges as a teacher and a dwelling place of enchantment, which calls, listens, teaches, welcomes, feeds, bathes and invigorates; - the indigenous good living, which teaches relationships beyond the human, in a respect for the inhabited and shared universe; - and the re-existence literature of the indigenous author himself, where ancestral wisdom pulses.
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