Disertación/Tesis

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2025
Disertaciones
1
  • ELIZABETH CARVALHO DE OLIVEIRA
  • Education for Traffic and Teacher Training: Supervised Internship in Non-School Institutions UEPA/DETRAN/PA

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 08-ene-2025
  • Resumen Espectáculo
  • This work entitled Traffic Education and Teacher Training: supervised internship in non-school institutions UEPA/DETRAN/PA is a product of master's research linked to the Postgraduate Program of the State University of Pará, in the line of research Teacher Training, Teaching and Educational Practices and Cultural Knowledge and Education in the Amazon and to the Childhood, Culture and Education Research Group. The objective of this study is to analyze the relationship between traffic education and teacher training, through the subject Supervised Internship in Non-School Institutions and Popular Environments in the Pedagogy Course/UEPA and Detran/PA. This research opted for a semi-structured interview aimed at students from the 7th semester of the Pedagogy/UEPA course who took the pedagogy subject in non-school and popular environments in Detran/PA in the first semester of 2023, the subject teachers, course coordinator, manager and technicians/librarians at the Irmãos Guimarães Library, where the internship activities take place. The technique chosen to analyze the interview data was content analysis by Bardin, (2016). The results revealed: 1) There is an integration between the knowledge of traffic education and the training of teachers of the Pedagogy course in the internship at Detran/Pa, through pedagogical practices; 2) These pedagogical practices were experienced through playful activities that ranged from raising awareness about respecting traffic rules to promoting safe, preventive and responsible behaviors; 3) The knowledge they acquired through these pedagogical practices informs safety, prevention, moral values, behavior, among others; 4) Traffic education pedagogical practices are applied through pedagogical resources such as: storytelling, musicality, games (non-competitive), among others.This integration has been generating significant results in the teaching-learning process of students on the topic of traffic education, promoting the strengthening of the partnership between UEPA and Detran/PA, as well as the inclusion of the topic of traffic education in the Group of Studies and Research Pedagogy in Movement(GEPPEM/UEPA), the elaboration of the extension project Pedagogy in Movement: Education for Traffic in Belém do Pará and the inclusion of this topic as an optional subject in the Political Project Pedagogy of the Pedagogy course at UEPA.

2
  • YANDALA AMARAL DAMASCENO DA SILVA
  • Movimento Alfabetiza Belém: A study on the knowledge and practices of literacy among young people, adults and the elderly from the perspective of popular education

  • Líder : JOAO COLARES DA MOTA NETO
  • Data: 29-ene-2025
  • Resumen Espectáculo
  • This research deals with the writings of the Movimento Alfabetiza Belém, which aims to declare Belém a territory free from illiteracy. The study is delimited around the advances, limits and challenges posed to the movement to overcome illiteracy among young people, adults and the elderly in the capital of Pará. Our objective is to understand the evolutions, difficulties and contributions of the Movimento Alfabetiza Belém to the process of overcoming illiteracy in the metropolis. Specifically, we seek to: a) analyze escribe the birth and first milestones of the Movimento Alfabetiza Belém: Municipal Literacy Plan, Literacy Pilot Class and Paulo Freire Centenary, b) observe the advances and difficulties of the literacy process in the Movimento Alfabetiza classes, in the voice of literacy teachers and managers and c) analyze the contributions of the Movimento Alfabetiza Belém to a liberating/human education, in an Amazonian context. Our analyzes are supported by the main authors: Paulo Freire and Miguel Arroyo. Methodologically, we characterize the research as field research, with a qualitative approach, supported by Participatory Action Research – IAP to Orlando Fals Borda. To collect data, we used participant observation combined with semi-structured interviews and conversation circles. The interviewees were: a) Literacy teachers from the Movimento Alfabetiza Belém with representation from SEMEC, Universities and Social Movements; b) Literacy students from the Literacy Pilot class c) general coordination of the Movimento Alfabetiza Belém. In the analysis, we carried out data triangulation, comparing the theoretical framework with the constituent sources of the investigation corpus, such as: documents; bibliographies and theoretical research and empirical data. As results, we present the manifested methodology of the political-pedagogical processes of the Movimento Alfabetiza Belém: active search + recognition + policy of permanence. Together, its ability to make the capital of Pará a territory free from illiteracy.

3
  • LICIANE DE SOUZA E SOUZA
  • This study focuses on the educational policy of the “New” High School, approved by Provisional Measure No

  • Líder : SERGIO ROBERTO MORAES CORREA
  • Data: 24-feb-2025
  • Resumen Espectáculo
  • This study focuses on the educational policy of the “New” High School, approved by Provisional Measure No. 746 in 2016, which later became Law No. 13,415/2017, updated by Law No. 14,945/2024. This Reform highlights the Life Project as part of the curriculum to foster student protagonism. This element is the focus of this investigation, with a focus on the rural educational reality of the Amazon. As a problem-question, the research defines: What is the place of the specificities of the Rural Peoples in the conception of the Life Project proposed by the curriculum of the “New” High School in Brazilian society? The general objective is to analyze the place of the specificities of these peoples in the conception of the Life Project proposed by the curriculum of the “New” High School in Brazilian society. As specific objectives, we define: a) To present the genealogy of the “New” High School Reform, having as a backdrop the current Brazilian reality, the classes and social interest groups that cross the materialization of the Reform, between 2016 and 2023; b) To analyze the concept of Life Project, established in the “New” High School curriculum, based on national and state official documents, with a view to a critical understanding of the place of rural people; c) To understand the meaning that rural students attribute to their life projects, highlighting the tensions with what is proposed by the “New” High School Reform; d) To point out the dilemmas and challenges that the Lula government, through a “broad democratic front”, poses for High School today. The locus is the State of Pará, based on the experiences of the Benedita Lima Araújo school, in the Murutinga community, in Abaetetuba, and Roberto Remigi, located in the João Batista II Settlement, in Castanhal. Teachers, students and managers/coordinators in these two school units, in addition to collective subjects such as the Modular Organizational Education System, the Union of Public Education Workers of the State of Pará, the Pará Forum for Education in the Countryside, Waters and Forests, the Coordination of Education in the Countryside of the State Secretariat of Education, and the Social Movement of Landless Rural Workers make up the group of interlocutors of this research. The methodology uses a qualitative approach, based on the theoretical-methodological matrix of historical-dialectical materialism, in its intersection with the decolonial approach, considering the particularities of Brazil and the Amazon, in the capitalist system, the plural perspectives of life, education and society, and the dialogue with issues that go beyond class. The methodological procedures include bibliographic review, documentary analysis and field research, with semi-structured interview and observation techniques. The results, analyzed using the data triangulation technique, point to the colonial/neoliberal conception that guides the Life Project component, based on principles that strengthen the hegemony of the capitalist system and the processes of exclusion, inequality and denial of diversity, generating contradictions and challenges for High School in the territories of the Countryside, Waters and Forests in the Amazon.

4
  • WEMERSON ALAN RODRIGUES MATOS
  • COMPANY OF SAILOR APPRENTICES IN THE PROVINCE OF PARÁ: Military Education for Minors (1855–1885).

  • Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
  • Data: 28-mar-2025
  • Resumen Espectáculo
  • This research, conducted within the Graduate Program in Education at the Universidade do Estado do Pará, in the research line of Cultural Knowledge and Education in the Amazon, as part of the History of Education in the Amazon research group, specifically within the sub-line of History of Educational Institutions, Intellectuals, and the Press, poses the following research question: How was the education of minors structured in the Company of Sailor Apprentices in the Province of Pará between 1855 and 1885? Its general objective is to analyze how the education of minors took place in the Company of Sailor Apprentices in the Province of Pará from 1855 to 1885. Its specific objectives are: to identify the political and ideological factors that led to the creation and organization of this company of saylor apprentices in the province; to describe how minors were recruited into this institution; analyze the education and professional training process for the discipline of minors in the Company of Apprentice Sailors of Pará. This is a documentary research. The main sources used are newspapers from the Brazilian Digital Newspaper Library of the National Library, including: Almanach do Diário de Belém (PA) (1878–1880); Almanak Paraense: Administração, Comércio, Indústria e Estatística para o Ano de 1883 (PA) (1883); Almanak: Administrativo, Mercantil e Industrial (PA) (1868–1873); A Epocha: Folha Política, Comercial e Noticiosa (PA) (1859); A Constituição: Órgão do Partido Conservador (PA) (1874–1886); A Reação: Órgão do Partido Liberal (PA) (1889); A Regeneração: Periódico Político, Comercial, Noticioso e Literário (PA) (1873–1876); Diário de Belém: Folha Política, Noticiosa e Comercial (PA) (1868–1889); Diário de Notícias (PA) (1881–1898); Gazeta Oficial (PA) (1859–1860); Jornal do Pará: Órgão Oficial (PA) (1867–1878); O Liberal do Pará (PA) (1869–1889); O Pelicano (PA) (1873–1874); O Santo Ofício (PA) (1872–1880); and Treze de Maio (PA) (1845–1861). The theoretical framework includes authors such as Antunes (2011), Barros (2019; 2023), Bloch (2001), Burke (2005), Chartier (2013), Focault (2005), Goffmanm (1961), Nascimento (2001), Nosella e Buffa (2008), Rizzini e Rizzini (2004), Sanfelice (2021), Santos (2016, 2022) e Silva (2020). The creation of the Company of Sailor Apprentices in the Province of Pará, through Decree-Law No. 1,517 of 1855, marked a turning point in the recruitment process of personnel for warships. Until then, mercenaries and adult volunteers were admitted, along with individuals considered vagabonds by the state, who were recruited as a form of punishment. This practice had several negative consequences for the Navy and private individuals, who sometimes lost part of their workforce. According to the decree establishing the company, minors between the ages of 10 and 17 were eligible for admission, although those under 10 could also be accepted if they were physically developed enough to begin training. The vacancies were filled with voluntary minors, those contracted for a bonus, or orphans and disadvantaged youths who met the requirements and were referred by the competent authorities. The apprentices at the institution studied subjects such as military instruction, nautical skills, and basic literacy.

2024
Disertaciones
1
  • WASHINGTON LUIZ PEDROSA DA SILVA JUNIOR
  • Educação matemática; Experimentação didática; Teoria da instrumentação; Matemática e suas tecnologias.

  • Líder : FABIO JOSE DA COSTA ALVES
  • Data: 15-feb-2024
  • Resumen Espectáculo
  • 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.

2
  • LUIS GUSTAVO MENDES MONTEIRO
  • The general objective was to understand transphobia in the life trajectories of transgender women-teachers-amazonicas from the state of Pará

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 22-abr-2024
  • Resumen Espectáculo
  • 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”.

3
  • ZILENE DOS REIS MACIEL
  • snake brothers, enchanted from Lagoa de Maiaú

  • Líder : NAZARE CRISTINA CARVALHO
  • Data: 13-jun-2024
  • Resumen Espectáculo
  • 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.

4
  • ELIANA SANTOS DOS SANTOS
  • Centro Alternativo de Cultura - CAC: a study on the
    relationships between popular education and liberation theology in the Amazon

  • Líder : JOAO COLARES DA MOTA NETO
  • Data: 21-jun-2024
  • Resumen Espectáculo
  • 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.

5
  • FABIO ROGERIO GOMES FORTUNATO
  • Pedagogical Practice at EMEC Sebastião dos Santos Quaresma, Combu Island, Belém-PA: Some Approaches and Distances from Freirean Pedagogy

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 24-jun-2024
  • Resumen Espectáculo
  • 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.

6
  • SAMIA CAROLINA GOMES DO ROSARIO
  • Municipal Inclusion Policy in Ananindeua/ PA: a look at early childhood education

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 13-ago-2024
  • Resumen Espectáculo
  • 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.

7
  • NILSONCLEY BORGES DE SOUZA
  • Body painting: Knowledge and educational practices of the Assurini indigenous people of Trocará. 2023

  • Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
  • Data: 27-ago-2024
  • Resumen Espectáculo
  • 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.

8
  • WELISON ALAN GONÇALVES ANDRADE
  • Knowledge and Fun, Education and Devotion: The Marajoara Wrestling in the Festivity of Glorious Saint Sebastian of Cachoeira do Arari

  • Líder : NAZARE CRISTINA CARVALHO
  • Data: 29-ago-2024
  • Resumen Espectáculo
  • 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

9
  • LARISSA JUCA PEREIRA
  • This researchon cabocla Mariana began in 2004, when I started my journey as a daughter of Saint with in the terreiro

  • Líder : JOAO COLARES DA MOTA NETO
  • Data: 30-ago-2024
  • Resumen Espectáculo
  • 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.

10
  • KARINA NAYARA REGO PORTAL
  • Contributions of Continuing Collaborative Training for multipurpose teachers in teaching fractions.

  • Líder : ROSINEIDE DE SOUSA JUCA
  • Data: 16-sep-2024
  • Resumen Espectáculo
  • 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.

11
  • JESYAN WILYSSES OLIVEIRA GUIMARAES
  • They Didn't Want to Play Because I Am Trans: Experiences of Trans Women and Travestis from Pará in Physical Education Classes

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 23-sep-2024
  • Resumen Espectáculo
  • 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.

12
  • IALES OLIVEIRA NASCIMENTO
  • Teaching Ratio and Proportion Through Problem Solving for 7th Grade Elementary School Students.

  • Líder : ROSINEIDE DE SOUSA JUCA
  • Data: 24-sep-2024
  • Resumen Espectáculo
  • 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.

13
  • MARIA SIDNEA DE SOUSA SOBRINHO
  • 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

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 25-sep-2024
  • Resumen Espectáculo
  • 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.

14
  • MICHELLY DA SILVA FERNANDES
  • Museu Paraense Emílio Goeldi and Indigenous Peoples: A Study on the Knowledge and Ways of Life of Indigenous Peoples in the Amazon

  • Líder : SERGIO ROBERTO MORAES CORREA
  • Data: 26-sep-2024
  • Resumen Espectáculo
  • 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.

15
  • ANA PAULA DE PADUA CANCIO
  • Cehcamhokaxmu iyopono yaw wooxam wai wai indigenas komo: ehnhatopo poko, etarmacho komo poko, ekaritotopo komo poko ehcamhoketaw so ha.

  • Líder : JOAO COLARES DA MOTA NETO
  • Data: 09-oct-2024
  • Resumen Espectáculo
  • 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.

16
  • BEATRIZ SIQUEIRA NUNES
  • On the Waterways of Feminist Popular Education: an educational action in Cotijuba, Belém (PA)

  • Líder : JOAO COLARES DA MOTA NETO
  • Data: 11-oct-2024
  • Resumen Espectáculo
  • 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.

17
  • MARILIDIA GUIMARAES ALVES
  • AEE and investigate its impacts on the inclusion process of these children

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 25-oct-2024
  • Resumen Espectáculo
  • 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.

18
  • FABIO AUGUSTO TEIXEIRA RODRIGUES
  • 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

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 06-nov-2024
  • Resumen Espectáculo
  • 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.

19
  • ROSEANE DO ESPIRITO SANTO LIMA
  • 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.

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 08-nov-2024
  • Resumen Espectáculo
  • 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.

20
  • CARMEN REGINA FERNANDES LISBOA
  • Pará Social Welfare Foundation: Assistance and Education for juvenile offenders (1967 to 1979).

  • Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
  • Data: 16-dic-2024
  • Resumen Espectáculo
  • 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.

21
  • PEDRO JUNIOR DOS SANTOS SILVA
  • Serafina Cinque take place in the context of the colonization of the Amazon in Altamira-Pará, in the period 1970 - 1988

  • Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
  • Data: 17-dic-2024
  • Resumen Espectáculo
  • 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.

22
  • JAQUELINE ARAUJO DA SILVA
  • Teaching knowledge and practices in special education: a study on the Moendy Akã Center in Bragança-Pará (2014-2023).

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 20-dic-2024
  • Resumen Espectáculo
  • 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.

Tesis
1
  • ELIANA DE JESUS DE SOUZA LEMOS
  • 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

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 21-mar-2024
  • Resumen Espectáculo
  • 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.

2
  • MARINALDO PANTOJA PINHEIRO
  • How was education implemented by the Capuchins to the Tupinambá of Maranhão and how did they resist it, in the years 1612 to 1614?

  • Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
  • Data: 05-abr-2024
  • Resumen Espectáculo
  • 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

3
  • ADELICE SUELI BRAGA DELGADO
  • 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.

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 18-abr-2024
  • Resumen Espectáculo
  • 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.

4
  • TERESA CHRISTINA DA CRUZ BEZERRA DE SENA
  • 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

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 20-jun-2024
  • Resumen Espectáculo
  • 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.

5
  • MAYARA CRISTINY SOUZA MARTINS RODRIGUES
  • Poetic education at PPGED-UEPA: analysis of scientific productions from 2007 to 2023

  • Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
  • Data: 01-oct-2024
  • Resumen Espectáculo
  • 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.

6
  • JEOVANI DE JESUS COUTO
  • TEMPOREZA: knowledge of the Women of the Santo Ezequiel Moreno Community Portel, Pará State

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 24-oct-2024
  • Resumen Espectáculo
  • 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.

7
  • HANNA TAMIRES GOMES CORREA LEAO TEIXEIRA
  • 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

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 29-nov-2024
  • Resumen Espectáculo
  • 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.

8
  • KASSYA CHRISTINNA OLIVEIRA RODRIGUES
  • This study deals with two practices of Inclusive Education of Special Education, developed in Belém do Pará

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 13-dic-2024
  • Resumen Espectáculo
  • 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.

9
  • THAIS TAVARES NOGUEIRA
  • Education, Ancestry and Re-existence in Márcia Kambeba's Indigenous Literature

  • Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
  • Data: 16-dic-2024
  • Resumen Espectáculo
  • 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.

2023
Disertaciones
1
  • WALBER DOS SANTOS BRASIL
  • Socio-educational Readings of the novel O Coronel Sangrado, by Inglês de Sousa.

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 14-mar-2023
  • Resumen Espectáculo
  • This work aims to analyze two ideological processes present in the novel O Coronel Sangrado, by the Brazilian writer Herculano Marcos Inglês de Sousa (1853-1918): Civilization and Patriarchate. To this end, a socio-educational reading of two excerpts from this literary work is developed, in which these two ideologies are inserted to answer the following problem-question: which ideological discourses around patriarchate and civilization are present in the novel O Coronel Sangrado? The reason why this type of research is proposed is based on the principle that the teaching of literature should not be restricted to solely school knowledge, since, in addition to its educational function, there is also the social commitment of the educator to contribute to the formation of critical readers, hence the need to understand that all educational practice, for the most part, is ideological and needs to have its content problematized in the classroom. This research is of the documentary type and has as a theoretical-methodological procedure the socio-educational readings of the novel O Coronel Sangrado (1887), in the light of the liberating and problematizing perspective that Paulo Freire (2020) proposes in his theory of dialogic action. The results obtained in this study point to the possibility of complementing and enriching the usual Literature teaching methodologies, replacing the mere exposition of pre-defined contents by a joint and critical reading methodology, thus opposing what Freire calls Banking Education. In summary, the main purpose of socio-educational reading is to awaken critical awareness mediated by problematization, leading it to what is known as Literary Literacy and, indelibly, to the appreciation of Literature of Amazonian Expression, in which Inglês de Sousa stands out among its main representatives. Keywords: Liberating Education; Socio-educational

2
  • ANA CAROLINA DIAS SEMBLANO
  • study the monitorship in the initial training of physical education teachers, especially in the Physical Education Course of the University of the Para’s State

  • Líder : MARTA GENU SOARES
  • Data: 17-mar-2023
  • Resumen Espectáculo
  • This research has as its main object of study the monitorship in the initial training of physical education teachers, especially in the Physical Education Course of the University of the Para’s State (CEDF/UEPA). The study deals with the objectives of monitoring in UEPA for undergraduate courses, according to Resolution No. 2808/15 and dialogues with the Political Pedagogical Project of the Course of Physical Education project of 2008, considering the training and professional practice of teachers who have graduated from the monitoring program and scholarship recipients, focusing on teaching and learning practices that they still had as monitors and the contributions they played in their professional careers. It characterizes the academic and professional implications that result in contributions of the monitoring program for the construction of teaching practice, and of knowledge that contribute to the creation of teaching identity as a teacher trainer in physical education. It analyzes research in the field of tutoring as an integral part of the initial training process and identifies that it is still scarce in the educational environment. It justifies the research in demonstrating the implications of academic and professional order improved with the participation in the UEPA's monitoring program. The methodology consists of a dialectical study, with symbolic interactionism as a research method and the field research type, in the criticalinterpretative study modality. It develops in writing the study of the knowledge of the object monitoring and initial teacher training; application and treatment of the dialogical interview with dialogues through the conversation wheel; criticalinterpretative analysis of the codified data - symbolic meanings - and appreciates the data gathered from the concepts and ideas of the authors about the field of study. The locus of the research is the CEDF/UEPA and the research participants are the graduate monitors. As an instrument of data collection, the questionnaire was sent to one hundred and seventy-four graduates of the course, where twenty-eight teachers and professors answered, in a dialogical conversation circle via the Google Meet platform, six subjects agreed to participate. It does data reduction with the coding of words, terms, and events organized in frames of meaning. The result shows that monitoring is important for professional development, however, it is not fully exercised by all supervising teachers of the monitoring program in the course, and that there is no possibility of monitoring fundamental subjects in the curriculum, due to the absence of teachers that are adept at this practice.

3
  • JOSUE DE CARVALHO CASSEB JUNIOR
  • Its general objective is to understand how LGBT people who graduated from high school experienced LGBTphobia in their school experiences arising from the pedagogical practices of teachers in face of their ways of existing

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 27-mar-2023
  • Resumen Espectáculo
  • This dissertation is part of the line of research on Teacher Training and Pedagogical Practices, of the Graduate Program in Education at the University of the State of Pará. Its general objective is to understand how LGBT people who graduated from high school experienced LGBTphobia in their school experiences arising from the pedagogical practices of teachers in face of their ways of existing; the specific objectives focus on reconstructing LGBTphobic experiences in life trajectories based on the process of recognizing and revealing their gender identity and sexual orientation, as well as discussing whether school experiences are marked by actions to silence gender diversity and sexualities at school and, finally, problematize teaching and school initiatives related to activities focusing on gender, sexuality orientation and LGBTphobia. The concern that underlies such objectives stems from the question: How did high school graduates, who express their gender and sexual orientation in a non-normative way, experience the effects of LGBTphobia in pedagogical practice in high school in view of their ways of existing? In order to understand, answer and achieve the objectives, this study used qualitative research with an approach in social phenomenology, using the narrative interview as a data collection instrument and subsequently applying the documentary method of interpretation that enabled us to understand the senses and meanings that emanate from the experiences of life in high school of the people interviewed, which we identified in the text by Dandara, Paulo and Siena. From the interpretative process, we concluded that LGBTphobia was unfortunately part of the student reality of the people interviewed, which can be confirmed from three guidance models entitled “Living between conflicts”, “LGBTphobia at school” and “Pedagogy of Negation” that reveal an education/school that reinforces heteronormative patterns of sexuality orientation and gender identity and pedagogical practices marked by inertia and silencing in the face of situations of prejudice that exclude dialogue and contact with sexual diversity by omitting, relativizing and marginalizing the prejudice against LGBT students.

4
  • FLAVIO MOREIRA DE PAULA
  • Popular education is configured as a modality of education that serves the popular cause and is carried out by the people and with the people, that is, it expresses the struggles of the working class for a transforming, liberating and emancipatory education

  • Líder : JOAO COLARES DA MOTA NETO
  • Data: 29-mar-2023
  • Resumen Espectáculo
  • Popular education is configured as a modality of education that serves the popular cause and is carried out by the people and with the people, that is, it expresses the struggles of the working class for a transforming, liberating and emancipatory education. The history of Popular Education in the municipality of Altamira, state of Pará, is directly linked to the history of social movements that emerged in the 1970 and gained new configurations soon after the new economic and social situations generated from the implementation of the Belo Monte Hydroelectric Power Plant. The working class of Altamira was exposed to various environmental, social and economic problems. In view of this, the present study aimed to analyze the educational process developed at the Casa de Educação Popular (CEP) in the municipality of Altamira-PA, in one of its fronts, the Popular Course, as well as their impacts on the working class served. The research had a qualitative approach and is characterized, methodologically, as a case study. We used as instruments for the construction of the research corpus: the documentary survey, field research, participant observation and semi-structured interviews. The interviews were carried out from June to August 2021. 15 interviews were carried out with the following subjects: (i) Students; (ii) Professors; (iii) Coordinators and (iv) Leaders of Social Movements. From the results obtained, the importance of CEP fronts in the region was evident, above all, the importance of the Popular Course in the lives of the students served. With its innovative theoreticalmethodological perspective based on the principles Liberating Education of Paulo Freire, the Popular Course had several positive results during its more than ten years working in the education of young people and adults in this municipality. The importance of Popular Education in the municipality of Altamira, in a context of social vulnerability, had an incisive participation in the daily lives of the individuals involved in the movement, making it clear that the Popular Course was not only responsible for the approval of a large part of the poorest students in the city in public universities and private, but it also had an impact on teaching citizenship and politics to the working class in the municipality

5
  • GABRIELA ESTHER NASCIMENTO DOS SANTOS
  • The present work has as a central issue of study the performance of the National Union of Students in the context of the debate on Public University and democracy between the years 2015 to 2020

  • Líder : SERGIO ROBERTO MORAES CORREA
  • Data: 30-mar-2023
  • Resumen Espectáculo
  • The present work has as a central issue of study the performance of the National Union of Students in the context of the debate on Public University and democracy between the years 2015 to 2020. Thus, we point out as a problem question: Is it possible to identify, nowadays, a debate of a public university project and democracy for the country, led by the National Union of Students? The general objective of the research is: to analyze the contribution of the National Union of Students, currently, to a public university and democracy project in Brazilian society. And we indicate as specific objectives: To identify the contribution of UNE in various moments of Brazilian history, focusing on the debate on democracy and public university; to analyze the position of the UNE, in the face of the current crisis situation, regarding the debate of the public university and democracy in the country; to present the advances and limits of UNE's performance in relation to the defense of the public university and democracy in the Brazilian conjuncture. The theoretical and epistemological references are in the field of the studies of dialectical materialism and decolonial studies. The dissertation assumes a materialist dialectical methodology with a decolonial approach linked to methodological procedures such as documentary research, bibliographic and semi-structured interview. Thus, the data analyzed together with the narratives of the militants who were interlocutors of the research reveal the UNE performance in the dispute of the projects of public university and Brazilian democracy, both in previous years and in the analyzed section. They point to the existence of a plurality of political positions that internally seek to cohesive the performance of this entity in the face of the conjuncture that presents itself.

6
  • KEILA DE JESUS MORAIS LOBATO
  • This research is a study on the social representations of teachers about the literacy of students with autism and its implications in pedagogical practice.

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 10-abr-2023
  • Resumen Espectáculo
  • This research is a study on the social representations of teachers about the literacy of students with autism and its implications in pedagogical practice. The general objective of the research is to verify which social representations teachers have about the literacy of students with autism and the implications in their pedagogical practices. The specific objectives are: a) to identify the images and how teachers represent autism and the literacy process of students with autism; b) to analyze the pedagogical specificities of the practices that teachers use in the literacy process of students with autism related to their social representations; c) to highlight the objectifications and anchorages that constitute the social representations of teachers about the literacy of students with autism. It is a qualitative field research, based mainly on the research methodology of Serge Moscovici's Theory of Social Representation (2003) in the processual approach (Jodelet, 2001). As a strategy for obtaining data, in its procedures it used a semi-structured interview script, observation and drawing technique. Five teachers from a municipal public school in the city of Belém participated in this study. To meet the objectives, the results were systematized into three thematic axes: Social Representations of teachers about the student with autism, about the literacy of the student with autism and about the pedagogical practice. The results indicate that the interviewed teachers express prejudice in their representations about autism, present limitations in their pedagogical practices, feel insecure and afraid, indicate a lack of training and support for the work developed in the classroom and that they do not know how to teach autistic students to read and write, despite understanding that they have their particularities and need teachinglearning according to their needs. In this way, the social representations identified in this study need to be problematized, they allow us to look at new ways of teaching literacy and understanding what the teachers do and think and why they do and think, they serve to (re)think other perspectives that transform the school environment, enabling the specificities of autistic students to be pedagogically worked along with their potential, transforming the current traditional learning into other types of learning, opening perspectives for a paradigm shift and new perspectives on the reality of these subjects' literacy

7
  • MILENE SUANNE NARCISO CORPES FARIAS
  • Teacher Training: how the research teacher in music is being formed deals with the figure of the Research Professor in Music

  • Líder : ANA PAULA CUNHA DOS SANTOS FERNANDES
  • Data: 25-abr-2023
  • Resumen Espectáculo
  • The present study entitled “Teacher Training: how the research teacher in music is being formed” deals with the figure of the Research Professor in Music, as well as his training based on an investigation carried out in the Full Degree in Music course at UEPA (State University of Pará), Campus I located in Belém. Thus, based on the problem raised, the study has as its central question: How is the training of the Music Teacher in the Full Degree in Music course at UEPA/CCSE, and what are the contributions of this training to the engagement of students in research? And as guiding questions: How is training in the Degree in Music at UEPA/CCSE directed towards research and actually develops, in students, a researcher teacher profile? Is the concept of Professor Researcher and the idea of acting on this perspective consolidating in the training of students of the degree course in Music at UEPA/CCSE? With the general objective of analyzing how the Degree in Music course at the University of the State of Pará, on Campus I, in Belém, has cooperated in the training of teachers who make use of research in their teaching practice. It is research with a qualitative approach, and has as contribution the base authors Gatti (2019) and Demo (2012). The results showed that the Music course, through the collaboration of teachers and coordination, has sought to advance in what is necessary for the profile of the music educator, as well as to prepare its students through engagement in activities, disciplines and programs that are research-oriented. It can be concluded that there are several ways in which an undergraduate course, and more specifically a teaching degree, can contribute to the training of professors who are research professors, but what will really make all the difference is whether these opportunities are actually being offered and if so, in what way, and also, if the students have an understanding of the importance of taking advantage of these opportunities to guarantee a complete formation and that ensures an effective teaching practice that generates good results.

8
  • JARLEANE DO SOCORRO BARBOSA DE MELO DOS SANTOS
  • Fiesta de las Tribus Indígenas en la ciudad de Juruti/PA

  • Líder : NAZARE CRISTINA CARVALHO
  • Data: 26-abr-2023
  • Resumen Espectáculo
  • Esta investigación tiene como objetivos identificar y analizar los saberes vividos y compartidos por los niños que bailan en la Fiesta de las Tribus Indígenas en la ciudad de Juruti/PA, así como los posibles procesos educativos en la compartición de esos saberes. Como método de estudio optamos por la Etnometodología con el fin de detallar la descripción de los objetos investigados, estos asociados a elementos etnográficos, a través de mirar y escuchar al otro. Esta es una investigación cualitativa, ya que el principal interés de este estudio es captar la perspectiva del participante en situaciones cotidianas, por lo que utilicé como técnicas de recolección de datos la observación participante, círculo de conversación, entrevista individual, diario de campo, registro fotográfico y filmación que ayudó a dialogar con los sujetos involucrados en la investigación y a comprender los objetivos del estudio. Para analizar estos datos, utilicé el análisis de contenido con el fin de superar las incertidumbres de la investigación y enriquecer la lectura de los datos recopilados. Al final del estudio realizado con doce (12) niños, seis (6) de cada tribu, identifiqué cinco (5) saberes y prácticas educativas compartidas y vivenciadas en este contexto tribal: lúdica, compartir, afectividad, espectacularidad, ancestralidad. En ese entendimiento concluí que ante las narrativas realizadas y la comprensión de los saberes identificados en el contexto de Festribal y la relación entre saber y educación, entendemos que los procesos educativos también se evidencian en los espacios culturales y que los niños-jugadores, intérpretes de este estudio, experimentan, comparten y perpetúan este conocimiento con sus pares através de su representación en la danza.

9
  • ROSÂNGELA ALBÉLIA RODRIGUES RABELO
  • CHILDREN'S EDUCATION IN THE COUNTRYSIDE: childhood perceived by children on the island of Cotijuba/PA.

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 04-may-2023
  • Resumen Espectáculo
  • The objective of this study is to analyze the child and childhood through the perception of children in a school on the island of Cotijuba-PA, in the context of their experiences in early childhood education. As a research object, we have the child and childhood in the rural early childhood education school. The problem consists in knowing how children experience and perceive childhood, school and early childhood education in the countryside? The theoretical methodological procedures proposed have the Dialectical Historical Materialist approach as a scientific method with emphasis on Vygotsky's Historical-Cultural perspective - the research method is dynamic-causal, discussed by Delari Júnior (2015) in Questions of method in Lev Vigotski, whose approach is qualitative. In order to understand the locus of the research, we used photographs and an unstructured interview with a resident of the island. The research participants are 20 children aged between 4 and 6 years, from two multigrade classes of early childhood education from two pedagogical units, Flexeira and Seringal, belonging to the Fundação Escola Bosque Professor Eidorfe Moreira, located on the island of Cotijuba-PA. As a data collection instrument, we used participant observation, the conversation wheel and the commented drawing; for that, ethical precautions were adopted, data analysis, pervade an analytical category and five units of analysis. The main results of the study show us children who understand themselves as children, realize their importance to society, feel respected by their teachers and have the conscience to give meaning and creatively re-elaborate the cultural instruments with which they live together; which demonstrates seriousness in reflecting on educational practices that consider the specificities of children in their childhood, in early childhood education in the countryside.

10
  • LEONAN BARBOSA MONTEIRO
  • Education and Religion: scientific production in dissertations of the Graduate Program in Education at the State University of Pará from 2008 to 2021

  • Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
  • Data: 08-may-2023
  • Resumen Espectáculo
  • This study focuses on analyzing the relationship between education and religion present in the scientific production of dissertations of the Graduate Program in Education at the State University of Pará (PPGED-UEPA) between the years 2008 to 2021. In this direction, he asks: How do the PPGED-UEPA dissertations on education and religion, referring to the line of research Cultural Knowledge and Education in the Amazon, understand the educational phenomenon that is expressed in different religions? From this central question, others arise, namely: How this area of knowledge dedicated to the phenomena of education in religions is presented in the academic research communities in education in Brazil and in the Amazon, and how the PPGEDUEPA organizes itself to promote and produce research of that nature? What theoretical thoughts does this research production dialogue with to support the concepts of education, knowledge and religion? And, what methodological paths guide the production of these researches on the interface of education in religions? Thus, its general objective is to analyze the scientific production in dissertations of the research line Cultural Knowledge and Education in the Amazon of the PPGED-UEPA, which relates the themes of education and religion in the period from 2008 to 2021. More specifically, it seeks to investigate research groups interested in the theme of educational practices by religions, as well as to analyze the theoretical perspectives that underlie the concepts of education, knowledge and religion, as well as the methodologies that sustain the production of these researches. Methodologically, it is a bibliographical research, in the state of knowledge style, based on authors such as Soares and Maciel (2000), Romanowski and Ens (2006) and Ferreira (2002) where there are reflections that help to proceed with this type of research. The theoretical perspective of analysis is based on Bourdieu (1975; 1976) in an attempt to understand the scientific field and its hierarchical structures, in order to understand the social position occupied by scientific production in PPGED-UEPA dissertations on education and religion in the scientific-educational field. Among some results, the study points to religions as educational agencies that carry content, teaching strategies and a vision of knowledge, expressing what is meant by non-school education. However, this study topic is an area of investigation still limited to a few centers and research groups interested in the phenomena of education in religions. At another point, the dissertations analyzed here comprise the knowledge and practices of education in religions through interdisciplinary dialogue with different areas of knowledge such as Anthropology, Cultural History, Popular Education, Cultural Studies, Decolonial Studies, among others. As a methodological contribution, these academic studies work with the procedures of the Qualitative Approach in the social sciences, Ethnography in its creative aspects (ethnomedology, poetnography and phenomenology), Cultural History and Oral History.

11
  • JOYCE KARINA LIMA ROCHA
  • Un estudio sobre la inclusión de los/as alumnos/as con discapacidad en la EJA: percepciones y vivencias

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 11-may-2023
  • Resumen Espectáculo
  • La presente investigación parte de la siguiente problemática: ¿cuáles son las percepciones y vivencias de los/as alumnos/as con discapacidad y de sus familiares sobre la inclusión escolar en la EJA? De ese modo, el objetivo general fue el de analizar las percepciones y las vivencias de los/as alumnos/as con discapacidad y de sus familiares sobre la inclusión en la EJA. La investigación se orientó hacia estos objetivos específicos: describir cómo sucede la organización para la inclusión del/la alumno/a con discapacidad en la Escuela Flores; averiguar las percepciones de los/as alumnos/as y de sus familiares sobre la inclusión escolar de los/as alumnos/as con discapacidad; conocer las vivencias y las percepciones de los/as alumnos/as sobre las clases desarrolladas por los/as profesores/as; evidenciar los avances y los desafíos percibidos por los/as alumnos/as con discapacidad y por sus familiares. Este estudio es de enfoque cualitativo, basado en la fenomenología social (SCHUTZ, 1979) y en el estudio de caso (LÜDKE; ANDRÉ, 1986). El loco de la investigación es una escuela regular que ofrece la modalidad de la Educación de Jóvenes y Adultos (EJA), ubicada en el municipio de Belém, y adopta como procedimientos metodológicos la observación in loco y la entrevista semiestructurada. Los sujetos de la investigación fueron: los/as alumnos/as con discapacidad y sus familiares. Los datos de esta investigación fueron colectados por medio de la categorización de análisis de contenido de Bardin (1977). Como aportes teóricos fueron utilizados: Araújo (2007), Márquez y Godoy (2020) y Haddad y Di Pierro (2000), Fernandes (2013), Mazzotta (2005), Jannuzzi (2012), Sassaki (2020), Mantoan (2003), Ferreira (2006a; 2006b; 2009). También se recurrió a las legislaciones nacionales: las Leyes de Directrices y Bases de la Educación Nacional (1961; 1971; 1996) y a la Ley Brasileña de Inclusión de la Persona con Discapacidad. Algunos resultados alcanzados fueron: al trazar los perfiles de los/as estudiantes, verificamos que eran jóvenes y adultos, cuyo rango etario varía de 15 a 48 años, los cuales, en sus trayectorias escolares, fueron excluidos de la educación regular. De esta forma, sus familiares buscan en la EJA la oportunidad de escolarización y socialización para sus hijos. En cuanto a los desafíos identificados por los/as participantes, ellos estaban relacionados al prejuicio de los/as alumnos/as sin discapacidad y a la ausencia de prácticas inclusivas por parte de algunos profesores/as. Durante las observaciones, constatamos que estos desafíos están relacionados con las clases basadas en el método tradicional. A pesar de los desafíos, los/as participantes identificaron avances en el aprendizaje de los/as educandos/as con discapacidad tras la inscripción en la institución, tales como: avances en la lectura, escritura, socialización, comunicación y también motivación para la asistencia escolar, pues había en la Escuela Flores profesionales que realizaban clases que consideraban las necesidades y las habilidades de los/as estudiantes de la EJA.

12
  • GLAISE DE NAZARE RAMOS BASTOS RODRIGUES
  • The educational process is inherent in all subjects and new learning is necessary at every stage of life, including learning a profession. In this sense, this research entitled "Training in Performing Arts of People with Disabilities: inclusive pedagogical processes for the integral development of students

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 15-may-2023
  • Resumen Espectáculo
  • The educational process is inherent in all subjects and new learning is necessary at every stage of life, including learning a profession. In this sense, this research entitled "Training in Performing Arts of People with Disabilities: inclusive pedagogical processes for the integral development of students" had as its central question to investigate: do the teaching-learning processes in dance and theater carried out at the School of Performing Arts provide inclusion of people with disabilities and contribute to the integral education of the subject? Considering the proposed questions, the research objectives are: general objective to analyze how the teaching-learning processes in dance and theater conducted at the School of Performing Arts provide inclusion of people with disabilities and also contribute to the integral education of people with as specific objectives: 1) Describe how the School of Performing Arts develops dance and theater instruction and how this instruction is adapted for students with disabilities; 2) Identify what negotiations are established in the educational process from a Deleuze-Guatttarian perspective; 3) Analyze whether the negotiations can be defined as pedagogical negotiations, thus making a deterritorialization of Deleuze and Guattari's thinking for education; 4) Review how the knowledge domains of teacher education, special education, and the arts are interrelated and promote an integral education of the subjects. The research method indicates an epistemological approach anchored in the poststructuralist concepts of Deleuze and Guattari, because for these authors the existing problems are understood as possibilities for the creation of concepts, because more important than saying "what" a thing is and trying to define its essence, would be to investigate the circumstances that cross it, asking questions about the events and looking for possibilities of transformations. The research is designed as qualitative research with case study methodology. Bibliographic studies were conducted as research procedures on: (a) special education from the perspective of inclusive education and in relation to teacher training for inclusive education and authors such as Oliveira (2016), Pletsch (2009), Morin (1996, 2000, 2015), Dutra and Santos (2015), Dourado (2015), were used to support the writing; b) integral education and how it contributes to the formation of the individual, the following authors Araújo (2015), Cardoso and Oliveira (2020), Carbello (2014), Cavaliere (2007), Freire (1987, 1996, 2011, 2013, 2015) and Guará (2006) were the basis for discussion; c) about the teaching of dance and theater as promoters of the integral development of the individual, the authors who contributed were: Canda (2000), Gaio and Penachione (2021), Japiassu (1992), Marques (1999, 2010). This sets these authors apart from many others that have been triggered. Semi-structured interviews were conducted for data collection, and the collected data were grouped into categories for thematic analysis. Regarding ethical criteria, the study was approved by the UEPA Ethics Committee and all interviewees signed an informed consent form. As a result, for the three students interviewed, the school cannot yet be considered inclusive because it does not have an inclusion policy that targets students with disabilities and seeks accessibility both structurally, procedurally, and attitudinally. Two teachers agree with the interpretations presented by the students, for them the school cannot be considered inclusive because even if it has already implemented some measures, many changes still need to be made in order for it to be truly considered an inclusive school. However, for four of the six teachers interviewed, the school can be considered inclusive because it is open to welcoming and working with diversity, though they acknowledge that improvements need to be made in terms of accessibility. In terms of holistic education, all interviewees, students and teachers, believe that teaching at the School of Performing Arts is not limited to content delivery, but provides an education that takes into account biopsychosocial aspects. In the concluding reflections, reflections on the interviewees' statements about the teaching-learning processes at the School of Performing Arts are presented.

13
  • NATALIA PRISCILA DE SOUZA MARQUES
  • The present research Education writings of women teachers in the periodical A
    Escola: Revista Oficial de Ensino (1900-1904)

  • Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
  • Data: 26-may-2023
  • Resumen Espectáculo
  • The present research “Education writings of women teachers in the periodical A
    Escola: Revista Oficial de Ensino (1900-1904)”, is linked to the Graduate Program in
    Education-PPGED, of the University of the State of Pará-UEPA, in the line Cultural
    Knowledge and Education in the Amazon research group and the History of Education
    in the Amazon Research Group, in the line History of Educational, Intellectual and
    Printed Institutions. Its problem is: What were the publications of normalist teachers on
    education in the periodical A Escola: Revista Oficial de Ensino in the period 1900 to
    1904? and as a general objective, it analyzes what normalist teachers published about
    education in the periodical A Escola: Revista Oficial de Ensino in the years 1900 to
    1904. Its specific objectives are: To investigate the creation, purpose and organization
    of this journal; identify the place reserved for teachers in the magazine to publish their
    texts; discuss the subjects worked on in their texts in the journal; identify which
    audience the normalist teachers wanted to reach with their publications in the
    magazine and trace the life and production trajectory of teacher Marianna Macedo
    Vianna. Methodologically, it is a historical-educational research from the perspective
    of Cultural History. The source of this investigation comprises the Revista A Escola:
    Revista Oficial do Ensino, from the years 1900 to 1904, more precisely the texts of the
    teachers: Zalina Rolim (1902) “The games in kindergarten”; Maria Pinheiro Arthur
    (1904) “The baby's secret”; Claudia de Campos (1904) “Advice for mothers/education
    of children”; Marianna Vianna, with the texts “Children's Abnegation” (1900), “Heart of
    Gold” (1900), “The Little Hero” (1900) and “All Souls' Day” (1904). The publications of
    the teachers' writings occupied a small space in the magazine to expose their ideas
    about games, games, advice, physical and psychological development, patriotism,
    solidarity, friendship. Even so, they did not fail to occupy their spaces, even in a
    predominantly male place.

14
  • JEANNE LIMA OLIVEIRA
  • Pointing out the need to answer this question, the general objective was to understand how gender relations are present in the school pedagogical practices of high school physical education teachers

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 29-may-2023
  • Resumen Espectáculo
  • This text is the result of research whose problem was to verify how pedagogical practices are affected by the understanding of gender relations by physical education teachers? Pointing out the need to answer this question, the general objective was to understand how gender relations are present in the school pedagogical practices of high school physical education teachers. In addition, the specific objectives sought to analyze how the interviewed teachers understand gender relations, compare the experiences of the interviewed teachers' school period with their current physical education classes; and, discuss how teachers' strategies for the inclusion of gender in their classes take place. To achieve and respond to these objectives, qualitative research was used with an approach in the social phenomenology of Alfred Schutz (1979), the narrative interview of Fritz Schutze (2013) as a data collection instrument, in addition to the documentary method of interpretation developed by Mannheim (1964) and adapted by Bohnsack and Weller (2013) to understand the meanings and senses used in the speeches of six Physical Education teachers interviewed, working in high school in public, private or confessional schools in the city of Belém - Pa. The results showed the teachers' lack of understanding about gender relations, leading to the understanding that the lack of information on the part of the teachers is a determining factor for the organization of their classes, which may affect the participation, especially of girls, in bodily practices. Respondents believe that there are no specific body practices for girls or boys, but demonstrate that, at certain times, they use gender as a dividing factor for the composition and organization of classes.

15
  • TATIANE DE NAZARE RODRIGUES DA CUNHA
  • Saber del río: el juego del niño quilombola de la comunidad de São Sebastián en el municipio de Acará/Pa

  • Líder : NAZARE CRISTINA CARVALHO
  • Data: 31-may-2023
  • Resumen Espectáculo
  • La investigación “Saber del río: el juego del niño quilombola de la comunidad de São Sebastián en el municipio de Acará/Pa”, tiene como objetivo analizar los saberes compartidos por los niños de la comunidad de São Sebastián, mientras juegan en el río Genipaúba. Como método de estudio, traigo la etnometodología, con el objetivo de investigar el cotidiano de la comunidad desde el punto de vista del niño, sobre el contexto en que se encuentran. Este método estuvo asociado a elementos etnográficos, anclados en conceptos teórico-metodológicos que orientaron la investigación de campo, contribuyendo a la comprensión investigativa, con el niño como protagonista. Se trata, por lo tanto, de una investigación con abordaje cualitativa que se ocupa de la interpretación de la dinámica social del niño quilombola, en el acto de jugar en el río. Las técnicas utilizadas en la colección de datos fueron: levantamiento bibliográfico, observación participante, rueda de conversación, entrevista individual, grabación de voz, diario de campo, registros fotográficos y filmaciones, que contribuyeron significativamente al envolvimiento con los sujetos, así como para la investigación y asimilación del objeto de estudio. Como forma de enriquecer la interpretación de los datos, este estudio utilizó el análisis de contenido. Los sujetos fueron 11 niños, que asumieron el papel de intérpretes relatando las comprensiones de sus propias experiencias. Identifiqué, por lo tanto, 5 saberes que son evidenciados por los intérpretes, mientras juegan en el río Genipaúba, y son: el juego, el compartir, la afectividad, la vida cotidiana y la ancestralidad. Desde esta perspectiva, a la vista del análisis de la investigación de campo, comprendí el saber que se entrelaza con el universo lúdico de los intérpretes, mientras juegan en el río, y cómo ese saber impregna el proceso educativo de enseñar, experimentar y resignificar.

16
  • KAREM MARIA GAIA MAUES
  • The social phenomenon studied regards cultural knowledge as learning practices and knowledge circulation in territories of the riverside traditional communities of Céu and Caju-Una, located in the insular region of Marajó

  • Líder : MARIA DAS GRACAS DA SILVA
  • Data: 01-jun-2023
  • Resumen Espectáculo
  • This research is attached to the Postgraduate Program, Master in Education studies, of the State University of Pará, in the line of research on Cultural Knowledge and Education in Amazon. The social phenomenon studied regards cultural knowledge as learning practices and knowledge circulation in territories of the riverside traditional communities of Céu and Caju-Una, located in the insular region of Marajó. Its assumption is that artisanal fishing ontologically founded as work experience and in local practical knowledge guarantees the production of human existence and development. It is guided by the following issue: In what ways has artisanal fishing work contributed for the realization of learning practices, construction and circulation of knowledge among territories of the riverside traditional communities of Céu and Caju-Una? It seeks to analyze the contribution of the artisanal fishing for the realization of learning practices, construction and circulation of knowledge among territories of the riverside traditional communities of Céu and Caju-Una. It is methodologically built according to qualitative approach, performed by means of field research, under use of procedures from ethnography and oral history, and for data production and analysis, participant observation, semi structured interviews, and photographs. It is epistemologically grounded on theoretical contributions aimed at categories as territory/territoriality; work experience; cultural knowledge/experience; learning spaces; traditional peoples and communities; and artisanal fishing; to which the main references were Haesbaert, Medeiros, Floriani, Silva, Bondía, Diegues, Furtado, Brandão, Freire, among others. Referenced by the plurality of knowledge produced on the artisanal fishing work experiences, the knowledges that guide the fishing pedagogy were mapped: knowing the sea, the river, the mangrove, and the beach; knowing how to make their instruments; knowing about the techniques; knowing the fish. Thus, it was found that through the circulation of those knowledges in formal and informal spaces, learning practices occur socially, ecologically, affectively and through the experience on the interaction between human beings and local environment.

17
  • NALTON RODRIGUES CAMINHA
  • Alimentación y educación: movimientos de San Benito de la limosna en Bragança (PA)

  • Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
  • Data: 05-jun-2023
  • Resumen Espectáculo
  • CAMINHA, Nalton Rodrigues. Alimentación y educación: movimientos de San Benito de la limosna en Bragança (PA). 2023. 103 ss. Disertación (Maestría en Educación) – Universidad del Estado de Pará, Belém: [s.n.], 2023. Este estudio investiga a San Benito como santo cocinero-educador. Por lo tanto, el objetivo general es analizar cómo San Benito se configura, históricamente, como un santo cocinero-educador, mediador del conocimiento en las cocinas benedictinas de Bragança (PA). Como objetivos específicos se buscó contextualizar los aspectos históricos relacionados con San Benito a través de su identidad como santo cocineroeducador; describir cómo se dan las prácticas de educación alimentaria en la cocina benedictina; mapear el saber que impregna esta cocina. Metodológicamente, esta investigación es de carácter histórico, documental y de campo con abordaje de la historia cultural, en particular la historia de la alimentación, a partir de Macêdo (2016) y Cascudo (2008), e historia de la educación, con Fonseca (2003). También se apoya en los senderos conceptuales de la educación de Alves (2003), Ingold (2015), Thompson (1981) y el conocimiento con Albuquerque y Sousa (2016). Entre las consideraciones, la investigación destaca prácticas educativas que emergen históricamente de Bragança, atravesada por la Fiesta de San Benito, y las cocinas benedictinas como espacio educativo. En la relación entre el hambre y la abundancia de alimentos, el conocimiento se construye y se presenta en diálogo con autores y conceptos, así como con la realidad de la vida cotidiana de Bragança. La investigación apunta que entre la Italia del siglo XVI y la Amazonía del Estado de Pará contemporánea, la devoción benedictina se arraiga en la cocina, donde se vive un proceso educativo permeado por saberes interculturales mediados por San Benito. Entre los saberes destaco los curativos, culinarios, estéticos, religiosos y relacionales.

18
  • JOELMA DA SILVA TRINDADE
  • This study addresses the personal and professional life story of Maria do Monte Serrat Carvalho Quaresma, a black woman, writer, teacher and poet.

  • Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
  • Data: 16-jun-2023
  • Resumen Espectáculo
  • This study addresses the personal and professional life story of Maria do Monte Serrat Carvalho Quaresma, a black woman, writer, teacher and poet. Serrat was born on January 18, 1937, in the city of Abaetetuba/Pa, located in the Baixo Tocantins region. The research was developed in the Postgraduate Program in Education at the State University of Pará, in the Cultural Knowledge and Education in the Amazon Line and in the History of Education in the Amazon Group, History of Educational, Intellectual and Printed Institutions line. The general objective of the research is to analyze the personal and professional trajectory of Maria do Monte Serrat, in the years 1940-1970; and as specific, outline the social and cultural profile of Maria do Monte Serrat; map knowledge and practices experienced by Serrat; characterize your teaching practice at the Basílio de Carvalho School Group. This is a documentary research that has as its object and sources three works by Maria do Monte Serrat “The mother of stubbornness and the desire to be” (2012), “From the middle of the people – our story in life lessons” (2005 ) and “Dreaming a fairer world generated in the light of love” (2012); documents available at the Our Lady of the Angels Institute bb(reports, bulletins, individual form and diploma) and oral narratives from five subjects who lived with Monte Serrat in different social spaces. Monte Serrat's childhood and adolescence was marked by social inequalities, prejudice and resistance. Even in the face of difficulties, she did not give up on her “desire to be”: to train as a teacher. A singular figure of strong social representation, who influenced not only his writings, but also his work in different educational spheres. She was a teacher, poet, writer and religious educator, developing an innovative teaching practice at the time, possibly influenced by New School ideas, as she took students' interests into account and proposed practical teaching to facilitate learning. In the works analyzed, Monte Serrat's intimate relationship with nature is noticeable - in the exaltation of rivers and forests - and devotion to God, however, his productions do not only deal with his personal experience, they also highlight a certain society, with their educational practices, environmental knowledge, customs and sociocultural manifestations. This study makes significant contributions to the Field of History of Education, especially to the history of women's education.

19
  • FLAVIA FERREIRA DOS SANTOS PINA
  • Dissertation that deals with meaningful learning in the early years of elementary school.

  • Líder : MARTA GENU SOARES
  • Data: 22-jun-2023
  • Resumen Espectáculo
  • This text is the result of the Master's Dissertation that deals with meaningful learning in the early years of elementary school. Part of the research problem is how learning can be meaningful and with children's participation it aims to propose didactic indications for this stage of teaching and seeks pedagogical strategies that consider children's cultures and promote the role of children in school. Defines as specific objectives the mapping of concepts and conceptions about meaningful learning to enhance teaching in the early years; discusses the conceptions of childhood and child in the authors who study the theme to understand and indicate teaching elements; and reveals children's characteristics and needs in order to propose indicatives for the pedagogical work in the early years. It proposes that knowing and considering such characteristics and needs of children is fundamental to promote their engagement in the teaching-larning process in order to enable meaningful learning. The theoretical framework begins with Paulo Freire, David Ausubel, Walter Kohan, Sônia Kramer, Sarmento and Vigotski. It is a bibliographic research, with a qualitative approach, of a descriptive and critical nature. The results demonstrate that children are capable of leading actions that promote meaningful learning when favorable conditions are created in the school curriculum, promoting its openness to children's manifestations. This work understands that the didactic indications proposed in this study contribute to the pedagogical practice in the early years of elementary school, having in mind the dialogic communication with the children and considering the reality in which they are inserted.

20
  • LUIZ AUGUSTO DE MORAES RAYOL
  • A WEB PLATFORM FOR TEACHING PORTUGUESE TO THE DEAF AS A SECOND LANGUAGE

  • Líder : PEDRO FRANCO DE SA
  • Data: 27-jun-2023
  • Resumen Espectáculo
  • RAYOL, Luiz Augusto de Moraes. A WEB PLATFORM FOR TEACHING PORTUGUESE TO THE DEAF AS A SECOND LANGUAGE. (Masters dissertation). University of the State of Pará. Belém, 2023. This work presents the results of research on learning Portuguese as a second language for deaf people, whose main objective is to create a web platform for deaf people to check their writing errors in Portuguese and obtain text correction in real time. . The methodological approach was field research and development included the following phases: Theoretical Framework, Development of the tool, Application of the tool, Review of the tool, Data collection, Analysis of results, Preparation of texts and Dissemination. The instrument used for data collection was a form and the practical use of the web platform at IONESB (Instituto Nossa Senhora do Brasil) in Brasília – DF. The data analysis highlighted the difficulties of deaf people in learning Portuguese as a second language, the specific needs that deaf people have to stay focused, the difficulties of everyday life in society and that it is possible through technology to reduce the distance between correct text and repetitive errors in writing Portuguese by deaf people.

21
  • LORENA ARERO ALBUQUERQUE MONTEIRO
  • Theaching the Decimal Number System and aditive and multiplicative problems in the 5th year through experimental activities

  • Líder : PEDRO FRANCO DE SA
  • Data: 28-jun-2023
  • Resumen Espectáculo
  • This work presents the results of a research on the teaching of Decimal Numeral System, additive problems and multiplicative problems with natural numbers, which aimed to analyze the possible effects of the application of a didactic sequence for teaching by experimental activities of the Decimal Numeral System and the additive and multiplicative problems to students of the 5th year of Elementary School. The guiding problem of this study was: What are the possible effects of the application of a didactic sequence for teaching by experimental activities of Decimal Numbering System and additive and multiplicative problems to students of the 5th year of Elementary School? The research method of the work was Didactic Engineering. The Experimentation took place in a 5th grade class of Elementary School of a SEMEC – Belém school with 31 students and corresponded to the application of the Didactic Sequence. It was concluded that the didactic sequence applied achieved the following effects: in the Decimal Numbering System, the students showed advances in reading and writing numerals; In the additive and multiplicative problems, the students obtained an improvement in their performance in the tests, especially in relation to the choice of the operation, with emphasis on the second stage, where there was a jump in the performance of the majority of the students; In addition, the students showed enrichment in the accuracy of the conclusions formulated and an increase in protagonism and interest in the classes. However, this research found some limitations, related to numerical compositions and decompositions and the use of algorithms, which presented less successful results, indicating the need for future studies related to these domains.

22
  • FLORINDA IVANA OLIVEIRA MIRANDA
  • Teaching Mathematics to Students with Low Vision

  • Líder : PEDRO FRANCO DE SA
  • Data: 29-jun-2023
  • Resumen Espectáculo
  • This work presents the results of a research that had as its object of study the teaching - learning - assessment of mathematics for students with low vision, it proposed to debate the pedagogical practices of mathematics teachers and teachers of the Specialized Educational Service - AEE, who work with students with low vision. In this sense, we propose to involve in our listening everyone involved in the educational process: mathematics teachers from regular schools, mathematics teachers from institutions specializing in visual impairment, teachers who work in the Multifunctional Resource Rooms (SAEE), students with low vision and guardians of these students. To this end, the aim was to answer the following question: How does the teaching – learning – assessment process of the mathematics subject develop for students with low vision in the public school system of Greater Belém? Thus, the study described here aimed to carry out a diagnosis of mathematics teaching for students with low vision in Greater Belém, based on the perceptions of actors involved in the process. The study proposal was anchored in the assumptions of diagnostic research, carrying out bibliographical and field research and using interview techniques and applying questionnaires. The bibliographical research sought to deepen knowledge about the teaching of mathematics in regular schools, visual impairment, in particular low vision, the educational setbacks experienced by these students in school contexts and Inclusive Education. In the field research, the aim was, through the application of interviews and questionnaires, through digital means, to obtain answers that would allow a better understanding of the educational process of students with low vision experienced in mathematics classes in regular schools, as well as listening to the demands of those involved in this process, in order to try, through the results obtained in the diagnostic study, to contribute to mathematics teaching that is accessible, easy to understand and that fits the assumptions of an inclusive school. The study is divided into 10 sections. The first section comprises the introduction of the research, where the objectives, motivations, characterization and preliminary discussions on the theme and object of study of this research are described. In the second section, a timeline is drawn about the history of people with disabilities in Brazil, from Antiquity to the promulgation of Decree No. 10,502/2020, which established the New Educational Policy for Special Education. The third section talks specifically about people with low vision. Concepts of visual impairment, diseases that cause low vision, the way these people see and aids that benefit the use of visual residue are presented. The fourth section presents a review of studies on teaching mathematics to students with low vision. The fifth section describes the methodological path of the research. The sixth section presents the results of the consultation with regular education mathematics teachers and AEE teachers on teaching and learning mathematics for students with low vision. The seventh section presents the results of the consultation with students with low vision and parents/guardians on teaching and learning mathematics for students with low vision. In the eighth section we present our final considerations. The ninth section contains references to our research and the tenth section presents the appendices.

23
  • THIAGO GOMES DA SILVA
  • Voices that resonate: A record of the memory of the Carimbó Masters of Marapanim-Pa.

  • Líder : NAZARE CRISTINA CARVALHO
  • Data: 23-ago-2023
  • Resumen Espectáculo
  • The research entitled Voices that resonate: a record of the memories of the Masters of Carimbó from Marapanim is a work arising from great doubts that ran through my mind, still linked to my previous study “Carimbó an Amazonian Cultural Miscegenation” carried out in graduation in 2008, period which was unanimous among the carimbó masters interviewed, the position of fear regarding the continuity of Carimbó in the municipality of Marapanim, mainly due to the low participation of youth in carimbó presentations. Faced with this question, in the present study, I delve into the universe of five Mestres of Carimbó, taking care to look for at least two generations of Mestres, old and young, in order to verify both experiences. During the field research, several factors emerged, bringing new questions and perceptions about the figure of the masters, which I consider to represent much more than the memories of a place and cultural expression, their actions advance to a terrain of struggles and social conquests, among these, the recognition of carimbó as Brazilian Intangible Cultural Heritage. In this context, the speech of the masters nurtured every day the understanding of the importance of these men for the maintenance of Carimbó, among the daily exchanges, matters considered key points for new understandings regarding the tradition of carimbó were touched upon, such as: the introduction of new musical elements and the influence of mass media on community life. Finally, it is understood that the voices of our protagonists, among old and young carimbó masters from Marapanim, are the essential source for understanding, dialogue, maintenance and tradition/transformations in the carimbó circles that are so important for Marapani culture, and, therefore, from the state of Pará.

24
  • ELIANE DO SOCORRO OLIVEIRA RIBEIRO
  • Policies present, socio-educational indicators and scientific productions on Special Rural Education in the State of Pará

  • Líder : ANA PAULA CUNHA DOS SANTOS FERNANDES
  • Data: 30-ago-2023
  • Resumen Espectáculo
  • Special Education and Rural Education are modalities faced with enormous challenges. Research indicates a growth in academic discussions about the interfaces of Special Education and Rural Education, however, this growth still occurs in a timid way, especially when we deal with the different fields located in the State of Pará. Considering the importance of making these realities visible, this study aims to answer the following question: what the policies present, socio-educational indicators and scientific productions on Special Rural Education in the State of Pará? In this sense, the research aims to understand Special Rural Education in its political dimensions, socio-educational and scientific indicators in the State of Pará. It is important to highlight that this research is an excerpt from the macroproject entitled “Special Education and Education in/in the Countryside: Interfaces, Policies and Socioeducational Indicators” , which is linked to the Special Rural Education Network, a research group created in 2020 that involves several researchers from different regions of the country. The study methodology consists of documentary and bibliographical research, involving bibliographical research referring to theses and dissertations, documentary and socio-educational data survey, where there was a collection of material accompanied by analyzes through literature review, document analysis and systematization of literature graphs and tables. The results demonstrate that: regarding normative political documents, the State of Pará still leaves something to be desired, as documents dealing with the interfaces of the two modalities were not found, discussions only occur in isolation and are not sufficient to guarantee the implementation of policies that guarantee access and maintenance conditions for the rural public and Special Education in schools in an inclusive and quality manner. In socio-educational data collected at the Brazilian Institute of Geography and Statistics - IBGE through the IBGE Automatic Recovery System - SIDRA, we identified 66,458 people with disabilities in rural areas in the State of Pará aged between zero and seventeen years, of these, the largest number of disability is visual, and the age group that presents the most disabilities is between ten and fourteen years old. As for the data analyzed in the Technical Summary of the School Census (2022), it does not provide information that considers students with disabilities in rural areas, that is, the Special Education and Rural Education interfaces are invisible in that Summary, but it highlights that the The number of students with disabilities is growing in schools. Regarding scientific productions, nine productions were located that discuss this topic specifically in the State of Pará, we consider this number to be reduced compared to all the scientific productions already defended in the State in Postgraduate Programs related to Education, mainly within the scope of the doctorate, because of this quantity, one production is a thesis and eight are dissertations, and the results of the majority of these researches demonstrate the various absences that negatively interfere in the teaching and learning process of students with disabilities who reside in the countryside. Therefore, we hope that this study can make these rural realities visible and contribute to strengthening debates that seek to guarantee the rights of students with disabilities who live in the countryside

25
  • LUCILA LEAL DA COSTA ARAUJO
  • EJA school curriculum in quilombola communities in the Amazon: advances and limits in affirming the recognition of ancestral territories. Dissertation

  • Líder : SERGIO ROBERTO MORAES CORREA
  • Data: 29-sep-2023
  • Resumen Espectáculo
  • This research takes as its central analysis the advances and limits of policy and curricular practice in the EJA school, through the EJA Campo Program, in the quilombola territory of Moju Miri (Moju/Pa). In this way, we point out as a questionproblem: What are the advances and limits of policy and curricular practice in the EJA school, in the Quilombola community Moju Miri, in the municipality of Mojú-PA, regarding the recognition of knowledge and ancestral ways of life? In view of this, the general objective of the research is: to analyze the advances and limits of policy and curricular practice in the EJA school regarding the recognition of the knowledge and ways of life of the Quilombola community Moju Miri. Based on this, the specific objectives are: a) To present and investigate the EJA-Campo Program, focusing the analysis on its proposal and curricular practice in quilombola communities b) To analyze, in the school routine of the mentioned quilombola community, the implementation and practice of the EJA Program -Field in relation to the place of knowledge and ancestral ways of life c) Mapping the knowledge of EJA students from the Quilombola community of Moju Miri, based on their daily practices, in order to identify their contributions to the construction of a school curriculum intercultural, that comes to recognize and contribute with its ancestry. The research's theoreticalmethodological framework is based on dialectical materialism, in dialogue with decolonial studies, which allows us to detach from a Eurocentric logic and thinking in what to do in research. In this horizon, one of the references taken in the field of education of ethnic-racial relations focuses on the thought of Nilma Gomes. As methodological procedures, the following are listed: qualitative approach and content analysis; bibliographical, documental and field research and participant research. The techniques used have been: semi-structured interview and participant observation. At the concluding steps of this research, we consider that the male and female students yearn for a specific school curriculum for the quilombo. It's everyone's aspirations! Even teachers and professors. A curriculum linked to quilombola history and memory and the context of these communities. This is still a dream that walks slowly and sustained by the sweat of resistance.

26
  • WESLEI FARIAS DOS SANTOS
  • Congregation of the Salesian Sisters of the Sacred Hearts and the Education of the Deaf at the Felipe Smaldone Institute in Belém do Pará (1972- 1977)

  • Líder : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
  • Data: 30-oct-2023
  • Resumen Espectáculo
  • This research aims to analyze how the Congregation of the Salesians of the Sacred Hearts educated deaf children in the years 1972 to 1977. So that I could achieve this objective, I sought to identify who was the creator of the Congregation of the Salesians of the Sacred Hearts to educate deaf children ; characterize the type of education offered by the congregation to deaf children; describe the method used by the congregation to educate them. This is documentary and bibliographical research, from the perspective of cultural history. The documentary sources of this research include the Pastoral Pedagogical Project of the Salesians of the Sacred Hearts (2020); report Instituto Felipe Smaldone (1979); photographic album of the congregation (1972 -1978). In particular, the authors who support this research include: Prisca Corrado (2008); Jatoba (1989); Tuji (1998); Reily (2007); Strobel (2009); Lacerda (1998) among others. Felippo Smaldone created the Congregation of the Salesian Sisters of the Sacred Hearts with the aim of catechizing deaf people. To do this, Smaldone obtained support from contemporary religious people who also developed activities with deaf people in communities in the city of Lecce, Italy. For the deaf to be educated, it was first necessary to discipline them through prayer and reflection. In Belém do Pará, after the authorization of the Archbishop of Belém Dom Alberto Gaudêncio Ramos for the installation of the Congregation of the Salesian Sisters of the Sacred Hearts in the capital of Pará, in 1972, the congregation still in the small space of the first building, purchased with resources from the congregation in Italy, began teaching work and audiometry sessions. The audiometry devices used to measure the hearing of deaf children, at the time, caused a great social and educational impact, as the Instituto Felippe Smaldone, in Belém, was the first to offer a resource of this nature, considered an advanced technology for the time. The work at the institution included clinical speech therapy and speech rehabilitation services, services that enabled deaf children to stimulate their oral speech through oral training. The children's training process begins with the first class of deaf students, attended in a room, in the old building purchased with funds from the congregation in 1972 by the sisters of the congregation, under the management of Mother Superior Chiarina Pezzuto. The partnership enabled the congregation to begin the evangelization project in the Americas through the construction of new institutes in cities in Brazil such as Manaus (AM), Fortaleza (CE) and Pouso Alegre (MG) and in Paranoá (DF).

Tesis
1
  • LILIANE DA SILVA FRANÇA CARRILHO
  • From Prison to Education: conceptions about childhood, “minor”, crime and institutions in Belém do Pará (1890-1910)

  • Líder : DENISE DE SOUZA SIMOES RODRIGUES
  • Data: 02-feb-2023
  • Resumen Espectáculo
  • The purpose of this study is to analyze the thesis object titled From Prison to Education: conceptions about childhood, “minor”, crime and institutions in Belém do Pará (1890- 1910), within the archives: Amazonian Memory Center (Centro de Memória da Amazônia, CMA) and the Public Archive of the State of Pará (Arquivo Público do Estado do Pará, APEP). In this endeavor, we used the following judicial sources: the court files of Maria Magdalena de Lima, where we find the records of her sentencing for disorderly conduct/vagrancy and prostitution, in 1905, which signs the education model applied to low-income childhood during the First Republic; and the incident records from the Public Jail of São José, which indicates the prison transferring of men, women and children in that space, with important epistemological clues for constructing knowledge on the History of Education of Pará. Following a sociocultural and socioeducational analysis of these “minors” in the Republican society of Pará, with court cases and incident records from the Public Jail of São José, to where many were sent by court order under charges of criminality and prostitution. It was identified that the role of such institution and of the State's ideological instruments was that of promoting discipline and incarceration in order to contain behaviors considered to be outside the standards of civility, as well as of professional training, all in view of what was projected for the modern Belém. Therefore, a false impression was created that the imprisonment of those “minors” would be the initial solution for the issues of criminality and prostitution, as the criminal code from 1890 had established that, once convicted in court, they should be sent to disciplinary institutions which provided learning of good conduct and professional instruction.

2
  • HUBER KLINE GUEDES LOBATO
  • This research is based on the following problem: how are the concrete statements constituted in the various social, political, historical and educational contexts, within the scope of public position exams offered for translators and interpreters of Brazilian Sign Language (Libras) in the Paraense Amazon

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 24-mar-2023
  • Resumen Espectáculo
  • This research is based on the following problem: how are the concrete statements constituted in the various social, political, historical and educational contexts, within the scope of public position exams offered for translators and interpreters of Brazilian Sign Language (Libras) in the Paraense Amazon available from 2010 to 2020? The main objective of the study is to analyze the concrete statements of announcements and examinations for translators and interpreters of Libras (TILs) from federal institutions of Higher Education in the state of Pará. The specific objectives are: a) to identify the thematic blocks of the utterances-items of the TILs tests; b) to analyze the authorship references that appear in the TILs tests; c) to identify and analyze the decolonial perspective present in the scope of the utterances-items of the announcements and the TILs tests. As a strategy for the data collection, announcements and test bulletins gathering were made; reading; pre-analysis; use of binders; and concept maps construction. The corpus of the research consists of 07 (seven) bulletins and the aforementioned public position exams announcements for translators and interpreters of Libras from federal institutions of Higher Education in the state of Pará. The analysis of the bulletins and announcements was based on the dialogical-discursive approach and on its bakhtinian theoretical, methodological and analytical assumptions. During this process, it was also possible to analyze some statements-items of bulletins, especially those that bring highlights on: moderators - deaf x listeners; the deaf cultural markers; verb-visual pedagogy; Libras and deafness as a difference. The data reveal that: there is a predominance of non-Amazon linguistic or grammatical aspects, as well as bibliographic references in public position exams for translators and interpreters of Libras. The linguistic/discursive and intercultural language marks used by deaf community and TILs, as well as epistemologies of/in the Amazon are scarcely existing in the elaboration of the tests and their announcements. It is concluded that it is sine qua non to make the field of translation and interpretation studies of Libras, Deaf Studies in Brazil, linguistic studies of Libras, among other theoretical fields in the area of Deaf Education, dialogue even more with the studies and research produced in the Amazon and the critical decolonial and intercultural perspective of thinking about education.

3
  • MICHELLE CASTRO DA SILVA HOLANDA
  • Frente ao desafio de constituir um perfil de egresso crítico, generalista, reflexivo e que seja capaz de impactar na atuação profissional, discutimos acerca da Formação Inicial na educação superior na saúde

  • Líder : MARTA GENU SOARES
  • Data: 02-may-2023
  • Resumen Espectáculo
  • The National Curriculum Guidelines for the health area brought new norms for the
    functioning and conduct of health degrees, with the requirement of profiles more
    coherent with the Brazilian health system, exalting the training of critical, reflective
    and humanistic professionals, with scientific rigor and focus on the health needs of
    the population and its regional peculiarities. The methodological change directs its
    attention to learning that advocates the use of active learning processes, learning by
    doing, which presupposes action-reflection-action, that is, the inverse of the classic
    production of knowledge in the theory-practice format. Faced with the challenge of
    constituting a profile of critical, generalist, reflective egress that is capable of
    impacting on professional performance, we discuss about Initial Training in higher
    education in health, and more precisely, in Physical Therapy of the University of the
    State of Pará,and we inquire whether only the change of the central method of
    learning would be able to break with the traditional biomedical model and achieve the
    profile of the desired graduate, fostering the bases for transformations of professional
    practice, in the perspective of integral and humanized care within the Amazonian
    context.The project raises the debate in the light of the concepts of learning by
    making John Dewey, autonomy and dodiscency in Paulo Freire, and among the
    interlocutors Ricardo Burg Ceccim in the dimension of Teaching in health, and
    Fabíola Chesani in the problematization of training anchored in active methodologies
    in Physical Therapy. We aim to analyze the initial training in the undergraduate
    program in Physical Therapy of the University of the State of Pará after the
    implementation of problem-based learning as the main formative axis for the
    achievement of a profile of critical, generalist, reflective and humanized graduate with
    the change of the pedagogical project of the course.This is a field research, with a
    qualitative approach, typified as a case study, in the exploratory and descriptive
    modality, having as research instruments an electronic questionnaire and focus
    group. In this investigation, it was possible to identify the perceptions and impacts of
    the implementation of PBL among academics about the dynamics of training
    interspersed by the methodology, as well as the vision of the future in professional
    practice and insertion of reality. In addition, we began to understand the teaching
    staff regarding the implementation of PBL, its educational practices and the initial
    training provided by UEPA, tangential with preparatory measures such as
    infrastructure and continuing education. It was also possible to verify that the new
    model provided the development of autonomy, self-responsibility, communication and
    maturity in the construction of knowledge, also promoting respect among peers.
    Despite the divergences reported regarding the ability of the method to cause rupture
    of the biomedical model and reach the egress profile recommended by the Curricular
    Guidelines, the faculty maintains the defense of pedagogical changes, although it
    recognizes itself as a bias in this process, due to its own training according to the
    traditional, curative model. However, it points out new paths that can be modified,
    such as continuing education, teacher engagement, and the emphasis on the axis of
    professional skills in order to develop the technical skills vital to a physical therapist.

4
  • FERNANDA REGINA SILVA DE AVIZ
  • The research resorts to the universe of early childhood education in the countryside, in the context of a multigrade class, to extract the cultural and creative actions of boys and girls in educational practice in a multigrade space-time

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 12-may-2023
  • Resumen Espectáculo
  • The research resorts to the universe of early childhood education in the countryside, in the context of a multigrade class, to extract the cultural and creative actions of boys and girls in educational practice in a multigrade space-time. The interest in research arises from my immersion in this context when I carried out my master's research in 2016. Many voices of teachers reverberated the attention given to elementary school children to the detriment of early childhood education. This was the reason for entering into the multigrade context to launch the research problem of the thesis: How do early childhood education children from the field of multigrade classes in the context of the Tracuateu Amazon experience, culturally and creatively, the educational practice in time and space of the multigrade? In order to analyze the voices of preschool children from the field of multigrade classes about their cultural and creative experiences in educational practice in collective time and space, we launched the following specific objectives: to identify, from the perspective of preschool children, the educational practices they share in the time and space of multigrade classes; investigate the role of preschool children as social and rights actors in the time and space of multigrade classes; to describe, through interpretive analyses, the cultural and creative actions of children in kindergarten in the countryside in the educational practice of the time and space of the multigrade. Therefore, we place the research based on the educational socio-historical perspective, an ethnographic case study that follows ethical precepts of research with children, incorporating observation, the production of oralized drawings, context photography with interpretation of children as research techniques. accessible to this generational group. In addition, we bring the voices of two teachers and the pedagogical coordinator to understand the organization of this multi time and space. The theoretical contribution is based on theoretical categories, the Sociology of Childhood conceptualizing childhood as a historical-social, generational and permanent category, with children as its subjects (QVORTRUP, 2010; PROUT, 2010; CORSARO, 2011; SARMENTO, 2011) ; the rural education that unites it with the level of childhood, which is configured as that which occurs in conjunction with the materiality of concrete life (CALDART, 2009; OLIVEIRA; FRANÇA; SANTOS, 2011; SILVA; PASUCH, 2010; HAGE; REIS , 2018). These authors allow us to support the thesis that children in kindergarten in the context of multigrade classes creatively and inventively re-elaborate, create and reinvent educational practices in the times and spaces in which they are inserted, producing them, reconstructing them and resignifying them. . The concept of interpretive reproduction comprises what Corsaro (2011) designates as the inclusion of innovative and creative elements of children in peer culture to reframe the adult world and meet their specificities. The results point out that children share different times, spaces and knowledge, incorporated in peer cultures. They build positive relationships with older children, who are learning, playing and sharing partners, in such a way that the multigrade field school is a place for interaction, creation and sociability.

5
  • DIA ERMINIA DA PAIXAO FAVACHO
  • Poetry as the epistemological key to a sensitive education announced and realized by the vibration of the voice that constitutes the imaginary and regulates the life of beings in the Amazon

  • Líder : JOSEBEL AKEL FARES
  • Data: 16-may-2023
  • Resumen Espectáculo
  • Poetry as the epistemological key to a sensitive education announced and realized by the vibration of the voice that constitutes the imaginary and regulates the life of beings in the Amazon is the challenge of this essay that seeks to reflect on education from the fundamental exercise of resistance to the hegemonic paradigm that reproduces epistemic violence and oppression characteristic of the dominant social system, with its reductionist logic based on Cartesianism strongly established by the paradigm of modernity. Through a regime called crepuscular, we seek to meet with the mythopoetic voice present in transcriptions recorded by researchers in their master's degree dissertations from the Graduate Program in Education at the State University of Pará, in fifteen years of production and publication (2005-2020). In this way, the objective is to scrutinize in the productions of Ppged/Uepa a poetics of the voice that unveils an epistemology of Sensible Education in the Amazon, to constitute the twilight regime as the regime of poetic reason that makes sensitive education. Given the research criteria, old people and children are the chosen interpreters. From the evocation of the voice of these interpreters/narrators, images are projected that reflect a poetics of the voice, revealing sensitive education in Amazonian culture. Immersed in the field of oral poetics, the research is anchored on conceptual bases of studies on Memory, Poetry, Voice, Education and the Amazon. In addition to poets and the study's narrators and researchers, the work is grounded in references from the poetics of voice, Zumthor (2005; 2007; 2009; 2010); understandings of image and imagination, as well as epistemology, Bachelard (1985; 1988; 2003; 2006; 2013); Amazonian culture and poetry, Loureiro (2001; 2019), Nunes (1973; 2001; 2012) and Fares (2003; 2015); of the dialogue on sensitive reason and education, Maffesoli (2008) and Duarte Júnior (2006); of memory, Bosi (2015), Halbwachs (2003) and Vernant (1973); besides other scholars who collaborate to the evocation, projection and reflection of. a poetics of the voice to reveal sensitive education in Amazonian time/space.

6
  • ANDERSON PORTAL FERREIRA
  • This work presents the results of an experimental study that analyzed the impacts of the teaching-learning process in mathematics through experimental activities on the change in emotions and attitudes towards school mathematics

  • Líder : PEDRO FRANCO DE SA
  • Data: 04-oct-2023
  • Resumen Espectáculo
  • This work presents the results of an experimental study that analyzed the impacts of the teaching-learning process in mathematics through experimental activities on the change in emotions and attitudes towards school mathematics. For this purpose, the principles of Activity Theory and a methodological approach based on Teaching Mathematics through Experimental Activities were adopted. The research instruments included Likert-scale questionnaires to assess emotions and attitudes, a socioeducational questionnaire, class diaries, and interviews. The research was conducted with 31 students from the 9th grade of elementary school in a state school in the metropolitan region of Belém, Pará. These students were part of a class identified with the worst indicators of emotions and attitudes towards mathematics, according to the initial survey of this school. The analysis of the results, carried out both quantitatively and qualitatively, indicated an overall positive change of approximately 11% in the scale of emotions. As for changes in attitudes, we obtained an overall positive change of approximately 5% on this scale when comparing initial and final results. Regarding emotions associated with mathematics, we observed an increase in the feeling of pleasure towards this discipline, accompanied by a reduction in negative emotions of anxiety, shame, and anger. As for the emotion of pride, we noticed a slight improvement, although without significant changes. When analyzing attitudes towards mathematics, when separating statements into positive and negative categories, we observed that statements associated with negative attitudes towards mathematics obtained more favorable results compared to statements related to positive attitudes. The main changes occurred in the behaviors and dynamics of mathematics classes, with a more active and consistent participation of students over time, reflecting a greater interest and understanding of the content covered. Furthermore, there was an increase in students' motivation, resulting in more effective collaboration among groups and a more accurate resolution of proposed activities. Given this, we present the Thesis that Teaching Mathematics through Experimental Activities, by providing shared protagonism, dialogicity, and the formation of reflective thinking, positively favors the change of negative attitudes towards school mathematics. Finally, suggestions are offered to teachers seeking to promote positive attitudes and improve emotions related to the teaching and learning of mathematics.

2022
Disertaciones
1
  • MAYRE DIONE MENDES DA SILVA MASCARENHAS
  • THE EMU DRINK: Knowledge and educational practices in the quilombola communities Africa and Laranjituba - Moju/Abaetetuba - PA.

  • Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
  • Data: 09-feb-2022
  • Resumen Espectáculo
  • This research analyzes the educational practices mediated by the emu drink in the quilombola communities of Africa and Laranjituba, located in the municipality of Moju-Abaetetuba, state of Pará. It aims to understand how the emu drink, used in sacred rituals, is configured as an educational practice crossed by knowledge, which dynamize structuring sociabilities of the quilombola way of life. From this general objective stem the following specific objectives: historically contextualize how the emu tradition was constituted as a ritual inserted in daily practices in quilombola territories; to describe the educational practices experienced from the consumption of the emu drink; to map the knowledge shared through this consumption ritual. It is characterized, methodologically, as a field research, based on a qualitative investigation of an ethnographic character based on in oral history. Data collection was adopted through participant observation, semi-structured open interviews with quilombola men and women, making a total of eight interlocutors. The investigation started from the following questions: How was the tradition of the emu historically constituted in the quilombola communities of Africa and Laranjituba? How can interactions and forms of collective coexistence, driven by emu, be understood as educational practices? What knowledge emerges from the practices involving the emu drink? To this end, concepts such as Culture and Education by Brandão (2002), Attention Education by Ingold (2015; 2019) and Cultural Knowledge from Albuquerque (2015) were used. Among the knowledge transmitted from the sociability of the emu drink, environmental, medicinal and healing knowledge, among others, stood out. In the ritual sociabilities, knowledge is passed on to new generations in order to structure the way of life. Thus, quilombola subjects formulate their own ways of learning and teaching through cultural practices and by observing events and daily activities, pointing to a pedagogy of paths.

2
  • JANAINA AUGUSTA RAMOS PONTES
  • LITERACY FOR ANTIRACIAL EDUCATION: A STUDY ON BLACK WOMEN'S SAYINGS

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 14-feb-2022
  • Resumen Espectáculo
  • This study seeks to investigate how racial literacy occurs in the lives of black women as mothers in society and how this literacy is transmitted between generations. From a quantitative-qualitative approach, it starts with the following guiding questions: What are the racial literacy events in the community they are inserted in? How do these educational practices and knowledge develop in the community? What knowledge emanates from racial literacy practices in the social context of the community? The locus of the research is a community in the peripheral neighborhood of Terra Firme in Belém/PA and the research subjects are black mothers. For the production of data, questionnaires and narratives were used. The basic theorists of the research are Street (2014), Kleiman (1995) (2007), Soares (2000), Bakhtin (2016) and their interlocutors. The data obtained for the composition of the corpus reveal relations of knowledge and racial practices in the context of this community, thus constituting the recognition of racial literacy among the subjects of the research. Setting up, within the practices and events, that black mothers participate in the community in: meetings, actions and meetings to deal with this among other issues. In this research, a survey of a glossary, a kind of dictionary, was elaborated on several racist words and expressions with their little-known meanings, to elucidate and make us recognize in order to deconstruct them after our understanding.The importance of literacy and racial literacy that are imbricated in the educational practices of the Terra Firme community with black women, in the social formation of their children to be aware that they will go through situations of racism, are certain, but the support family and the certainty that they will be welcomed by them is fundamental in this process

3
  • MARCIA CRISTINA DOS SANTOS BANDEIRA
  • PEDAGOGICAL AND PRACTICAL CONSTITUTION OF PHYSICAL EDUCATION TEACHERS WITHIN THE INTERACTIVE EDUCATIONAL SYSTEM OF PARÁ STATE: TECHNOLOGY, COMMUNICATION AND MEDIA

  • Líder : MARTA GENU SOARES
  • Data: 24-mar-2022
  • Resumen Espectáculo
  • This study makes use of narrative interviews and a qualitative autobiographical approach, giving a voice to Physical Education teachers who work in high school education, on a hybrid modality, within the public system of SEDUC/PA. We seek to hear about pedagogical practices, experiences of continued education, as well as practices based on digital technologies of information and communication, which allow to realize how Physical Education teachers work within Interactive Educational System (SEI/SEDUC-PA). We aim at analizying the hybrid education in conjunction with the pedagogical work organization made by Physical Education teachers from SEI. As a characteristic of hybrid teaching in Physical Education, we consider how media narratives through technological artifacts are experienced in Physical Education classes, as we also question if there are innovative practices in such a pedagogical work organization carried out by those teachers. We verified that pedagogical practices in hybrid teaching mediated by technologies are organized through a planning regarding the area of Languages and its technologies, in which the curricular element Physical Education is integrated through study, more planning and action based on cartography and teacher‟s plan of courses. This analytical process of the present research allows both a deepening and an acquisition of knowledge regarding technology, communication, media and media resources, which, through interviews, was pointed out as a possible contribution to teachers, who may establish successful and innovative practices in an educational context. In our analysis, we used categories such as dialogue, work and school interaction in order to make evident a need not only for acknowledging digital technologies within classrooms, but also for thinking on students and their cultures being reflected upon such practices. As results, we highlight a need for continued education towards Physical Education teachers who work with technology, as to make sure there are a major development of scientific knowledge on communication, media, and for a definitive and more meaningful theoretical framework on cultural aspects informed by the very students who live in society, for the knowledge on various cultural languages may be integrated to teaching as a process mediated by technologies in a hybrid manner, so in the future it may lead to innovative pedagogical practices.

4
  • NILZA MARIA DE PINHO MORAES
  • eaching physical education and the autism spectrum disorder: pedagogical practice in the district of icoaraci/ pa

  • Líder : MARTA GENU SOARES
  • Data: 12-abr-2022
  • Resumen Espectáculo
  • The investigated theme deals with the teaching of physical education and autism spectrum disorder. The object of study is the teaching practices in Physical Education in the inclusive context, of students with ASD, in a state public school in the District of Icoaraci in the city of Belém/PA. It analyzes the teaching practice of Physical Education teachers who serve students with Autism Spectrum Disorder (ASD) in the school environment, in view of the concept of Inclusion, and for that, it elects three specific objectives: I- identify official proposals for action and execution activities aimed at Inclusive Education; II- characterize the content of the classes, as well as the theoretical support and practices developed in Physical Education classes with students with autism in the Public Education Network and III- raise the theoretical production on the inclusion of students with autism in regular Physical Education classes . The study categories are based on the theoretical framework of Silva (2015; 2016) and Chicon (2011), who discuss the practice of the Physical Education teacher, the interlocutors Orrú (2017), Mantoan (2011, 2015) and Oliveira (2005) that deal with the inclusion of people with disabilities in the education network, among other official documents that guide the public education system with TEA students. It uses as interdependent methodological steps, the bibliographic and field study, for data collection, the semi-structured interview technique and for the analysis of captured messages, the content analysis method, according to Bardin (1977). In the midst of the pandemic, three Physical Education teachers, after agreeing to the Free and Informed Consent Term, participated through virtual means, as informants. As a result, theoretical and methodological weaknesses were found in teaching practices, produced by the challenges and limits that the student with ASD represents for the physical education teacher, although they have expressed a sensitivity to welcome ASD students and to seek strategies to conduct their classes. in inclusive pedagogy.

5
  • RAMON ROBERTO DE JESUS BARROSO
  • Gender, sexuality and Teaching: narratives of beginning teachers in schools in Salvaterra/Ilha do Marajó,

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 20-abr-2022
  • Resumen Espectáculo
  • This dissertation, which is entitled Gender, sexuality and Teaching: narratives of beginning teachers in schools in Salvaterra/Ilha do Marajó, presentes the results of the research that had a general objective to comprehend how beginners teachers, who work in municipal schools in salvaterra/PA deal with the themes of gender and sexuality in their pedagogical practices in the context of the rise of anti-gender rhetoric, and as specific objectives 1) to outline how the theme of gender and sexuality is presented in initial training and in the working environment; 2) discuss if the pedagogical practices of teachers include gender and sexuality issues; and 3) to scrutinize if the perceptions about gender and sexuality are related to the recognition of diversity at school. The investigation was developed from a qualitative approach with a focus on social phenomenology. Altogether, six narrative interviews were realized with beginning teachers, three of whom are male teachers and three are female teachers. From the analysis of the narratives, two orientation models emerged entitled: resistance and instability. The model named “resistance” refers to the narratives that demonstrate that even with all the limitations, there are teachers who deal with the themes in their pedagogical practices. The model called “instability” guides the speeches that demonstrate the absence of these themes in the teachers pedagogical practices, raised by feelings of fear and uncertainty. The research results show that teachers had little access to debates on gender and sexuality issues in formal spaces in initial training, as well as most of them did not participate in projects with this content throughout their trajectories; the schools in which they work do not have initiatives focused on the theme; teachers occasionally deal with gender and sexuality issues in their practices, whether in presential teaching or remote activities, however their practices are challenged by a formal curriculum that does not include such aspects, in addition to the presence of conservatism in many school communities that oppose the themes in the classroom; Despite this, a group of teachers indicates that they act in defense of human rights, equity and protection of sexual and/or gender diversity, while another group demonstrates that they are not yet prepared to deal with these students.

6
  • LEANE LIMA OLIVEIRA
  • alphabetization and literacy conceptions of alphabetization teachers, relating these conceptions to their pedagogical practices

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 28-jun-2022
  • Resumen Espectáculo
  • The general objective of this work is to analyze the alphabetization and literacy conceptions of alphabetization teachers, relating these conceptions to their pedagogical practices. For this, we sought to identify the alphabetization and literacy conceptions of the referred teachers, verifying how these conceptions are incorporated by them in the teaching process; to elaborate the profile of alphabetization teachers, based on theoretical reflections on the subject of study and to investigate how alphabetization teachers at the school locus of this study work on alphabetization and literacy. The research, with a qualitative and descriptive approach, was carried out in a peripheral school in the early years of Elementary School in the municipality of Vitória do Xingu, PÁ, in the interior of the Amazon. The participants of this investigation were 16 alphabetization teachers who teach in first and second year classes (alphabetization cycle). For the production of data, in addition to the literature review, documental analysis of the school's pedagogical proposal and activity notebooks prepared by the participating teachers and semi-structured interviews were carried out. The theoretical-methodological assumptions were based on studies by Soares (1985, 2002, 2004, 2017, 2018, 2021), Street (2006, 2014), Kleiman (2007, 2008, 2010), Bakhtin (2016), Morais (2012), 2019), Morttati (2004, 2006), Ferreiro and Teberosky (1999), Frigotto (1989), Minayo (2007) and their interlocutors. The results of the investigation indicated that there are many reductionisms, conflicts, contradictions and fragmentations in the understanding among alphabetization teachers in relation to the conceptions and practices of alphabetization and literacy in the investigated context, with emphasis on the mechanical learning activities of the alphabetic writing system to the detriment of literacy activities, the latter being almost absent in the responses of the alphabetization teachers and in the activity notebooks analyzed. It was also found that conceptions of alphabetization and literacy, related to a traditional conception of alphabetization, have negative implications for pedagogical practices and make activities aimed at a conception of alphabetization closer to what has been discussed, on the subject under study, unfeasible. In the current academic and educational debate, which aims to guarantee a more complete, creative, integral and meaningful alphabetization process for all Brazilian children; in addition to the impossibility of an organic, transformative and emancipatory education focused on knowledge and social practices.

7
  • MIGUEL COSTA SILVA
  • The database of university entrance exams from 2012 to 2020, from the University of the State of Pará (UEPA)

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 17-ago-2022
  • Resumen Espectáculo
  • The database of university entrance exams from 2012 to 2020, from the University of the State of Pará (UEPA), gathers information from registered candidates on gender, economic situation, origin school (public or private), race and on People with Disabilities, approved or classified in that educational institution. Based on these data, the primary interest in this Master's dissertation is to discuss the access to higher education for candidates with disabilities, so the comparison item is with the question “Do you have any disabilities?”. This is a dialogic documental research made from the aforementioned database belonging to the Dean’s office of Graduation (PROGRAD) and aims to verify affirmative action policies for higher education for People with Disabilities (PwD), identifying, comparing and analyzing the number of enrolled and the number of approved or classified in the years 2012 to 2020. The thesis is that one of the main principles of intercultural education is access to education for an undergraduate degree at a public university so that it is possible to implement the interrelationship between different subjects, between different cultures, questioning power relations and class, ethnic-racial and capableist inequalities. The theoretical reference is on intercultural studies and on the dialogic studies of discourse analysis from Mikhail Bakhtin and Paulo Freire. The research question is: how does the access policy of candidates with disabilities to the University of the Pará state occur in the years 2012 to 2020? The answers to this question indicates that the selection process itself is exclusive because it is an approval mechanism based on a logic of meritocratic colonialist capitalism that does not consider or recognize the singularities of the subjects, represented in the analysis of the electronic form, in the act of enrollment. The survey results show that the number of PwD approved is small, resulting in only 440 of a total number of approved candidates of 10,255 candidates from 2012 to 2020, which in fact requires a public policy of the UEPA with greater amplitude, problematizing and taking into account intercultural and dialogic studies, in the sense of meeting the demand of PwD people, and at the same time breaking with the dominant capitalist and Eurocentric logic in excluding practices.

8
  • ADAMOR QUARESMA GONÇALVES
  • This research has its study context the Antonio Fausto da Trindade School, located in the Quilombola Community Santo Antônio-Pará

  • Líder : MARTA GENU SOARES
  • Data: 25-ago-2022
  • Resumen Espectáculo
  • This research has its study context the Antonio Fausto da Trindade School, located in the Quilombola Community Santo Antônio-Pará. It characterizes how pedagogical practices trigger the knowledge of quilombola subjects and whether they have contributed to the organization and sociocultural self-affirmation of the community. The research was organized from a qualitative approach, focusing on the Critical History method. The research subjects are 06 (six) teachers and 07 (seven) subjects who live in the community. As methodological support, it uses semi-structured interviews, informal conversations, home visits, analysis of pedagogical documents (the School's Political Pedagogical Project, the Teaching Plan, the Activity Book, the Curricular Guidelines and the Ethnic-Racial Legislation). As a theoretical contribution, it basically uses Arroyo (2012), Candau (2008; 2009; 2012), Flick (2009), Freire (1974; 1983; 1987; 2013), Lopes (1987); Munanga (2006; 2015), Quijano (2005), Rezende (2011), Santos (2006; 2010). The text is divided as follows: introduction, section I, section II and section III. In the introduction, it presents the problem, object, objectives and methodology of the research, in section I, the Political Pedagogical Project of the school is analyzed, and dialogues with the sociocultural reality of the quilombola community, based on an epistemological dialogue. Section II points out if there are pedagogical activities based on the sociocultural knowledge of the quilombola community, in section III, it analyzes how the pedagogical practices of the school are characterized. As a result, it observes that the pedagogical practices have not been contemplating the knowledge of the quilombola community, since they do not dialogue with pedagogical elements of quilombola education. The conclusion indicates that the pedagogical practices of the Antônio Fausto da Trindade school have not significantly activated the knowledge of the students of the quilombola community, through the application of the contents.

9
  • ANGELICA PAULA FERREIRA GOMES
  • This work is linked to the research line Teacher Training and Pedagogical Practices of the Graduate Education Program of the Pará State University. The purpose is to understand the meanings of the school experience of young people from Boa Vista

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 25-ago-2022
  • Resumen Espectáculo
  • This work is linked to the research line Teacher Training and Pedagogical Practices of the Graduate Education Program of the Pará State University. The purpose is to understand the meanings of the school experience of young people from Boa Vista, in high school, in the way of their biographical trajectories after this stage and, for that, we seek to identify the elements that stand out in the school experience; to analyze the singularities of the experiences in the biographical trajectories that marked their choices after high school; delineate the factors that made it difficult or impossible for them to prolong their studies. This is a research of reconstructive qualitative approach, based on Social Phenomenology. The research corpus consists of narrative interviews that were analyzed through the Documentary Method. The research was carried out in São Sebastião da Boa Vista city, in the state of Pará, with five participants, all female, being young graduates in Higher Education, being young people graduated from college, university students, technical or technical course students, workers, and those who neither study nor work, egresses from João XXIII High School, the period between 2010 and 2019. Reflection of the interviewees' worldviews revealed the existence of three orientation models: a) positive relationships; b) intentions and reality; and c) inconstancy. In these, we identified that the meanings attributed to the school experience represents hope, related to what has passed, changed, transformed, and, mainly, to what is yet to come, as well as influence the paths followed after elementary school, because the intention to prolong studies comes from the expectations created in the learning space

10
  • MATHEUS HENRIQUE SILVA DE OLIVEIRA
  • Therefore, the object of study was the working conditions experienced by young higher education teachers in the context of two private higher education institutions that are part of educational conglomerates and have units in the city of Belém-Pa

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 30-ago-2022
  • Resumen Espectáculo
  • This text highlights the result of the research that had as a problem the following question: given the current trends in the labor market and the advance of capital in the higher education sector, as the current conditions of teaching work experienced by young teachers of higher education Is the consolidation of educational groups in private-mercantile higher education in the City of Belém perceived from now on? Therefore, the object of study was the working conditions experienced by young higher education teachers in the context of two private higher education institutions that are part of educational conglomerates and have units in the city of Belém-Pa. Its general objective was to analyze the conditions for carrying out teaching work by young teachers of higher education in the context of the Oligopolization of private higher education in Brazil, more specifically in the City of Belém, and as specific objectives: a) Contribute to the characterization of the current moment of the Brazilian higher education market, as well as the forms of “inspection and standardization” practiced by educational groups in Belém with regard to teaching practice; b) Discuss what strategies are used by educational groups to expand and increase their participation in the educational market based on the role of teachers in this scenario; c) Identify what are the conceptions about being a young and young university professor, professional aspirations and satisfaction/dissatisfaction regarding the exercise of the profession on the part of professors. As for the methodology, it had a qualitative approach with a focus on Alfred Schutz's Social Phenomenology (1979). Fritz Schutze's Narrative Interview (2013) was used as a data gathering method. Data analysis was performed according to the Documentary Method developed by Mannheim (1964) and adapted by Bohnsack and Weller (2013). The main authors that problematize the theme about work is Marx (2004). Regarding working conditions Machado (2010); Braverman (1977); Antunes (2005; 2008; 2015) and on teaching work conditions in private higher education Mancebo (2007); France (2009). Regarding the discussion on oligopolization of private higher education, the authors are Chaves (2003; 2008; 2010); Sampaio (2000; 2013); Sguissardi (2000; 2008; 2014; 2015). Some results showed that attenuation of expenditure in teaching units can lead to lower wages, the admission of teachers with low degrees, a decrease in the number of workers and, consequently, an increase in working hours; Historically, this country has witnessed the conversion of knowledge into a commodity, particularly with the consolidation of the large groups of higher education, such as those that were used as a locus of research, responding to the pressure of the neoliberal capitalist model, controlled by the law of the market and the constant pursuit of profit.

11
  • EVELIM MENDES DOS SANTOS DE OLIVEIRA
  • Eneida's Poetics: Culture, Imaginary and Education in the Amazon

  • Líder : JOSEBEL AKEL FARES
  • Data: 29-sep-2022
  • Resumen Espectáculo
  • Terra Verde is the title of the first literary work by the writer from Pará, Eneida, a book of poems, which she considered to be the result of her “girl phase”. However, it is through these Amazonian verses that the writer begins her journey in the world of literature. His writing, linked to modernism, reveals the fascination for his homeland: Belém do Pará. Reflecting on Amazonian poetics is a way to open and build new spaces for the recognition of one's origin, so it is possible to discover a vast world of traditions, knowledge, culture and imagination. However, the value given to the literature produced by Amazonian subjects is still unsatisfactory for its recognition within educational institutions. Aeneida's poetics are valuable and extremely relevant for Education in the Amazon, since going through the reminiscences of the Amazonian caboclo, through the images projected in each stanza, can bring the student-reader closer to their sociocultural context. Then sought, through the Aesthetics of Reception, to understand how the work Terra Verde can contribute to an education that values the Amazonian imagination and culture, that is, to a more sensitive and less Cartesian education.

12
  • JOAO DO ESPIRITO SANTO LIMA MALCHER JUNIOR
  • Esta investigación realiza un estudio sobre la experiencia de Educación Popular denominada Curso Popular TF Livre y centra su análisis en los impactos y repercusiones de sus actividades en el territorio

  • Líder : JOAO COLARES DA MOTA NETO
  • Data: 01-dic-2022
  • Resumen Espectáculo
  • Esta investigación realiza un estudio sobre la experiencia de Educación Popular denominada Curso Popular TF Livre y centra su análisis en los impactos y repercusiones de sus actividades en el territorio, a partir de la pregunta: ¿cómo la experiencia del Curso Popular TF Livre, basada en los principios de la Educación Popular, viene contribuyendo a la construcción de una conciencia crítica y a la movilización de los sujetos sociales alcanzados por sus actividades? El objetivo general es investigar cómo la experiencia del Curso TF Livre Popular, basado en los principios de la Educación Popular, viene contribuyendo a la construcción de una conciencia crítica y a la movilización de los sujetos sociales alcanzados por su acción. Los objetivos específicos son Reconstruir el curso histórico de la experiencia del Curso Popular TF Livre; Analizar cómo se desarrollan las acciones del Curso Popular TF Livre y cuáles son sus fundamentos teóricos y metodológicos; Conocer los impactos o repercusiones socioculturales y político-pedagógicas que genera la experiencia del TF Livre en el barrio Terra Firme con los sujetos sociales participantes en el proyecto. Los fundamentos teóricos pasan por la perspectiva de la Educación Popular de Liberación en las atribuciones de sentidos hechas por Paulo Freire, esencialmente, y por otros autores a lo largo de su desarrollo en América Latina y en el mundo, así como desde la perspectiva del surgimiento de cursinhos populares que se basan en esta concepción y se establecen como campos fértiles de prácticas de educación popular. El abordaje metodológico se caracteriza por ser una investigación cualitativa, basada en la perspectiva del Materialismo Histórico y Dialéctico y que busca inscribirse en el campo de las modalidades investigativas críticas desarrolladas dentro de estas respectivas prácticas, a saber: la Investigación-Acción Participativa y la Sistematización de Experiencias. Los resultados elucidan que el trabajo de la TF Livre impacta directamente en la construcción de una conciencia crítica de los educadores y en la movilización de cada uno a favor de la transformación de la realidad social que los rodea. Las consideraciones finales son el momento de reflexionar sobre los resultados y la necesidad de continuidad y ampliación de los estudios en este ámbito.

13
  • DEBORA KATIA FERREIRA DO CARMO
  • Literacy of students with autism from the perspective of Freirean education: analysis of a class of the action research project in special education of NEP/UEPA. Dissertation. (Master's degree in Education) State University of Pará. Bethlehem, 2022.

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 20-dic-2022
  • Resumen Espectáculo
  • This research is part of the theme of special education focused on pedagogical practices (FRANCO, 2016) developed in the process of acquiring reading and writing of students with autism, based on the collaborative action research project of the research line Inclusive Education and Diversity, of the Paulo Freire Center for Popular Education (NEP/UEPA) and had as research problem: How do the actions of the project "Literacy of special education students in specialized units and public schools" contribute to the literacy of students and students with autism? General objective: To analyze the contribution of the project "Literacy of special education students in specialized units and public schools" for the literacy of students and students with autism. The methodological path adopted was the field research, with a qualitative approach, based on Flick (2009); Prodanov; Freitas (2013); Oliveira and Mota Neto (2011) and others. The instruments for information acquisition used were: semistructured interview and content analysis of the fifteen NEP educational reports produced by the working group in 2019, these documents are the main strategy, considering elements that confer the particular aspect of this research. The participants were three educators who participated in the action research under the ethical protection guaranteed by the Resolutions (BRASIL, 2012); (BRAZIL, 2016). The treatment and analysis of teaching narratives and documentary information were presented through thematic categories and thematic axes extracted from the research data from the methodological orientation recommended by Oliveira and Mota Neto (2011) and Bardim (2011). The locus of action research is a special education care space, which operates in a state public school in Belém-Pa. The main theoretical discussion was based on the works of Freire (1998; 2001; 2011; 2013; 2015) and Oliveira (2002; 2011; 2014; 2015; 2018), which defend conceptions of progressive and emancipatory formative education through the process of dialogical and critical learning. The tessitura aligned itself with authors who dialogue with the Freirean perspective and critically discuss inclusive education by the principle of rights to human diversity, such as Fernandes and Santos (2018); Fleuri (2018); Orrú (2018), among others. The main results revealed that the pedagogical practices carried out inspired by Freire's educational conception promote meaningful learning, because they are dialogued and critical in writing and reading and were favorable for the emancipatory literacy process of students with autism

14
  • IOLANE SOCORRO NOBRE DE OLIVEIRA
  • Social representations of teachers about children’s play and their playful culture in the early grades of elementary school: images and meanings in educational practices

  • Líder : NAZARE CRISTINA CARVALHO
  • Data: 20-dic-2022
  • Resumen Espectáculo
  • The present research proposal deals with the Social Representation of teachers about children’s play and their playful culture in the early grades of elementary school, their images and meanings in educational practices. It is linked to the Postgraduate Program in Education (Master’s Degree), of the Pará State University (UEPA), in the research line Cultural Knowledge and Education in Amazon. The methodological approach is the scientific method of dynamic and procedural Social Representations (MOSCOVICI, 2015; JODELET, 2001, 2005). It is characterized as a field research, of qualitative approach. Its main objective is to analyze the social representations of teachers in the early grades of elementary school concerning the children’s play and their playful culture, their images and meanings in educational practices. The research locus was a public school of the state education system, located in the city of Belém-PA. The participants of the research were four teachers of the early grades of elementary school, from 1st to 2nd grades/9, and a pedagogical coordinator. The methodological procedures for data production were a bibliographic survey and semistructured interviews with the participants. The treatment and analysis of the material were carried out through Content Analysis of Bardin (1977), to complete the categorization process of Oliveira and Mota Neto (2011). Considering the totality of the theoretical framework addressed, the results of the analysis of the teachers’ Social Representation about children’s play and the relationships with their playful culture point to the presence of a conception of play as an auxiliary method for learning, development and transmission of values in the educational and pedagogical practices. This conception appears as an answer to the new status of children as social actors and their play as an experience of culture. To approach the new, it is grounded in references of pre-existing meanings, of theoretical and methodological models historically constituted in the education field. Facing this challenge, they start from previous knowledge of playing under the directed significant from the pedagogy of artifice, whose didactic principle intends an educational environment, which under objectified playful forms, metaphorizes the children’s play for pedagogical and educational purposes. This model of practice, at the interface between play and children’s education, is projected considering a social image of homogeneous and universal childhood, and the child is idealized, under universalizing theoretical models. However, in another layer and branch of Social Representation in its representative activity, under the same shared meaning of the didactic artifice in the playful forms, the participants’ positions are differentiated. It has to do with the individualization, in what concerns the relations between experience and social representations, as to how they experience the situations, in what affects the subjectivity, facing the daily challenges in the relationship with children and the playful form of their childhood cultures. These are ways experienced in gradations and modulations, implied in meanings and processes, which seem to mark in their effects an important symbolic space of potential approach and dialog with children and their playful culture.

15
  • MARCIA MARIA CANINDÉ DE OLIVEIRA
  • Life narratives of early childhood teachers: teaching memories and identities under construction. 2022

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 22-dic-2022
  • Resumen Espectáculo
  • This work brings as an object of study the teaching identity in early childhood education and its interface with pedagogical practices, proposing to reflect on the quality of educational practices developed with children at this stage. For this, it was necessary to seek information about the theme in focus, based on the narratives of three (03) teachers of early childhood education, during the field research, in a School of Early Childhood Education (EMEI) in the Municipality of Belém/PA. The study starts from a problematization that proposes to understand: how is the identity process of early childhood education teachers effective in its interface with pedagogical practice? In this sense, we chose as a general objective: to investigate the construction of the teaching identity in early childhood education in its interface with the pedagogical practice. The specific objectives, in turn, were: to verify the process of construction of the teaching identity in its relation with the pedagogical practice and the teaching being; understand from the teachers' memories the aspects that contributed to the process of choosing to work in early childhood education instead of another educational stage; to describe, through narrative interviews, how the teachers' identity process occurs with their work in early childhood education, based on their subjectivities and the objective conditions found at school. In this sense, to work on the concepts of pedagogical practice, we traced a dialogue with basic authors such as: Nóvoa (1992), Arroyo (2013) and Freire (1996). In order to work with the concept of identity, in Ciampa (1984; 1998a; 1998b) we aim at the relationship between presupposed identity and identity as metamorphosis. To broaden the perspective of this debate, we describe in Ariès (1978), the conceptions of the concept of child and childhood. To discuss the perception of quality of work in early childhood education, Zabalza (1998). The interlocutors bring concepts related to teaching in early childhood education, announced by: Kramer (1992), Kuhlmann Jr. e Fernandes (2012) and Azevedo (2013), among others who will help us theoretically in the course of this study. The study will be developed under the socio-historical perspective from Vygotsky (1991), in the light of Freitas (2002) and Molon (2008). For the methodological path, in addition to field research, we will use narrative research, based on the proposals of Nóvoa (1992), Josso (2004; 2016), Jovchelovitch and Bauer (2015) and Souza (2006). And, as a data collection technique, we will work with the narrative interview, according to Schütze (1977). We will use the qualitative approach, accompanied by the descriptive view, in accordance with the studies by Minayo (2002). The data will be studied using the categorization technique, where they will be evaluated using Bardin's (2016) content analysis. The results point to reflections about the teachers' teaching identity and its relationship with the pedagogical practice, aiming to observe the quality of education offered to children in this educational stage.

2021
Disertaciones
1
  • RAYANNE MESQUITA ESTUMANO
  •  

     

    Individualized Teaching Plan and three specific goals: to present the Individualized Teaching Plan to understand at what point in the teaching process its methodological application is indicated; survey the pedagogical 

  • Líder : MARTA GENU SOARES
  • Data: 09-feb-2021
  • Resumen Espectáculo
  • This research has as theme the inclusive education and methodology for adapted sports. The study object is the pedagogical practice of the Physical Education Teacher as a sports coach in adapted basketball. The general purpose is to analyze the methodological organization of the pedagogical practice of the Physical Education teacher who works with Wheelchair basketball to verify the mediation category in training with the indication of an Individualized Teaching Plan and three specific goals: to present the Individualized Teaching Plan to understand at what point in the teaching process its methodological application is indicated; survey the pedagogical practices used by the wheelchair basketball teacher to locate individual and collective teaching and training; locate the existence of mediating attitudes to know if the teacher uses inclusion actions. The authors in the theoretical reference are: Glat; Vianna and Redig (2012), Tannús-Valadão (2010), Munster; Lieberman; Samalot-Rivera; Houston-Wilson (2014), Teixeira (2006), Freitas (1977), Castellano and Araújo (2013), Vigotsky (1934), Freire (2015); (1992). The methodology used is a field study and for data collection the semi-structured interview and observation, with appropriation of the Vigotsky's method of materialistic theories and cultural historical psychology. The inclusion criteria in the research were: being a Physical Education teacher, working with adapted sports, wheelchair basketball in Belém do Pará, sign the Informed Consent Form, and the study locus was the Clube All Star Rodas. The text presents three sessions: I Individualized teaching plan and the pedagogical practice of the wheelchair basketball teacher; II The physical education teacher's work with adapted sports; III Mediation as a category for inclusion. It is concluded that the methodological organization of the BCR teacher has as objective the individual and collective work with athletes to respect and meet the specificities of different disabilities. It identifies the benefits that sport provides for practitioners, such as agility, strength, balance, reasoning, attention, improved perception, spatio-temporal notion, socialization, competitive spirit, improved self-esteem, autonomy, independence, and highlights the way the teacher treats students with attitudes of sensitivity and dialogue, develops the inclusion of 120 athletes with different disabilities, it is also noted, during data collection, the transformation of individual and collective behavior and responsibility. Therefore, the study contributes to the field of Education, Adapted Physical Education and Adapted Sport, by analyzing the practice of the BCR teacher, highlighting humanist concepts and the inclusive approach and indicating didactic-pedagogical procedures focused on inclusion, individualized teaching and collective work, which are considered the creation and experimentation and not just movement reproduction, and the development of social, cultural and psychological aspects of groups of people with disabilities.

2
  • BIANCA CAMPOS VALENTE
  • The training of teachers of initial years and the use of New Technologies in their educational practice

  • Líder : FABIO JOSE DA COSTA ALVES
  • Data: 26-feb-2021
  • Resumen Espectáculo
  • This study is the result of the research “The training of teachers of initial years and the use of New Technologies in their educational practice”, developed in Universidade do Estado do Pará and in the municipal network of Belém - RME, with the purpose of analyzing if the initial training of initial years teachers contribute towards the use of technologies in their educational practice. In terms of approach is a research of quanti-qualitative type for the need of resorting to methodological procedures of data collection of quantitative and qualitative value. The research was developed in two stages: the first, with specific technical procedures of quantitative research and on the second stage data collection tools of quantitative and qualitative research were used for data analysis. It is a field research that will be performed in the dialectical perspective focus. For the field research, surveys and interviews were used for data collection. For the surveys a roadmap of questions divided in blocks of questions was elaborated and the interviews were semi structured according to a script and recorded in audio, then transcribed to hear the opinions of the participants of the research for subsequent analysis. For data collection a technique of category analysis was used. The development of categories for the data analysis of the qualitatives research is important for better arrangement of ideas for later interpretations, for that, analytical categories used were chosen from elements that supported the methodological theoretical discussion of this dissertation just as it was divided by the participants of the research: Education students and teachers of RME. The highlighted results of this research are: The need to restructure the PPC of the education program of UEPA, the lack of link between the schools and the university regarding the use of technologies of the educational practice and the constant evaluation of curriculums. Regarding the teachers from RME what is seen is that the knowledge that sustains their practices come not only from their initial training but mostly from expertise acquired throughout their educational practice added to their self tuition and collaborative efforts among teachers; the technologies more frequently used by teachers of the initial years are the computer, the cellphone and the internet; with the lack of educational mastery for the use of these technologies. The Lack of investment on the continuous training coupled by the lack of available equipment form obstacles for the practice that has technology as an ally in the teaching-learning process, creating innovative strategies of teaching focused on intectation; the lack of availability of technologies in the schools limiting the teachers use in their educational practices, with it having only a supportive role for the traditional methods of teaching. Lack of investments in schools, greater access to technologies for the students as there still is a very limited access to technologies in schools.

3
  • BIANCA SUELEN PANTOJA NASCIMENTO
  • Mathematical literacy: the training and practice of teachers in the early years

  • Líder : FABIO JOSE DA COSTA ALVES
  • Data: 26-feb-2021
  • Resumen Espectáculo
  • The present research had as general objective to analyze the formation and thepedagogical practice of teachers trained by UEPA, regarding the mathematical literacy in the initial years. Thus, by means of the following research question: does teacher training contribute so that, from their practice, students in the early years reach the mathematical literacy skills described in official documents? For that, we deepen the theme based on the conceptions of Kleiman (1995), Soares (2006) and Street (1984), about the studies on literacy. Of a quanti-qualitative nature, the investigation is characterized as field research and was divided into two moments: first, an interview was conducted with teachers from the early years who work in the basic education of the municipal network, based on the selection criteria related to the selection to the current curriculum of the Pedagogy course in 2006 at the State University of Pará (UEPA). In the second moment, we collected data with the teachers and students of thecourse. Regarding the survey of the data that were treated, these occurred with the application of questionnaires to students in the 5th and 8th semesters of the degree course and it was up to apply semi-structured interviews, both to the teachers of the course and to the teachers of the public network. The theoretical- methodological aspect includes information from the National Common Curricular Base (BNCC) that covers the methodology, contents and assessment that were used to carry out data collection and from the official matrix of the International Student Assessment Program (PISA), which brought the conceptions and principles of mathematical literacy. From the data collection, we made a cross between the results of the analysis of the questionnaires and the answers of the interviews. We found greater grounds for this understanding through the cognitive capacities of the mother tongue. In this, mathematical literacy should be thought of through this bias, and mainly in the awareness of the break that Mathematics does not intend to read and write, however, itis necessary to think it a from reading, writing and interpretation.The data showed that the absence of mathematical literacy in the curriculum of the Pedagogy course at that institution has made it impossible to expand the chances of academic advancement for basic education students and the need to include literacy in mathematical education during the undergraduate period. Our conclusions point out that the teaching and learning process in Mathematics needs to be linked to reading and writing practices, since students must appropriate skills and competences to act socially. Therefore, the concepts of mathematical literacy need to be learned from the initial training.

4
  • SHEYLA CAMPOS ALMEIDA
  • literacy and literacy practices are present in the school routine of 9th grade students of regular elementary school and the Mundiar Project? Do these students' literary literacy practices differ

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 16-mar-2021
  • Resumen Espectáculo
  • This research deals with literary and non-literary literacy practices of students from the State School of Elementary and High School Our Lady of Guadeloupe, located in the city of Belém-PA. From a qualitative approach, we intend to answer the following guiding questions: What literacy and literacy practices are present in the school routine of 9th grade students of regular elementary school and the Mundiar Project? Do these students' literary literacy practices differ? The general objective was to investigate the reading practices in the school daily life of students of the 9th grade of Elementary School and the Mundiar Project. The specific objectives are: to identify the literacy practices present in the school routine; to highlight the literary or non-literary literacy practices of these students. The school selected for the research site is located in the Tapanã neighborhood, which is one of the neighborhoods in the Icoaraci district. The subjects of this research were 5 (five) students from the 9th grade of elementary school and 5 (five) from the Mundiar Project. As data production instruments, a questionnaire with open and closed questions was applied, observations were made and students were also asked to produce a text. The data produced were analyzed according to the statements of Bakhtin (2017) and the theoretical contributions of Street (2014). The results presented in this essay indicate that the work with reading must perceive aspects that value much more than the act of decoding the writing, since reading is understanding beyond it. Reading is above all a process of understanding that simultaneously mobilizes an articulated system of skills and knowledge to form a communicative competence in the citizen, which can be based on the graphic or visual register, or of another nature, be it a verbal message or non-verbal, which means that everything that can be said can be written, drawn, photographed, that is, be expressed in various other media, and there are countless possibilities for reading, of this diversity of media that permeates the school, which configures it as a privileged space for literacy.

5
  • SABRINA AUGUSTA DA COSTA ARRAIS
  • Learning at Belas Flores garden: women’s knowledges and education in Santo Daime religion

  • Líder : MARIA BETANIA BARBOSA ALBUQUERQUE
  • Data: 24-mar-2021
  • Resumen Espectáculo
  • ARRAIS, Sabrina Augusta da Costa. Learning at Belas Flores garden: women’s knowledges and education in Santo Daime religion. 2021. 164 f. Text of Dissertation (Master in Education) – University of Pará State, Belém, 2021. The current study addresses women’s knowledges and educational practices that arise from daily experiences in Santo Daime religion. From the conception of “teacher plants”, in which it is believed that certain vegetables are able to impart knowledge, stands out a plant known as a teacher by excellence: ayahuasca. It is a indigenous beverage, used in different contexts, particularly in Santo Daime religion, originated within the Amazon Rainforest in the early 20th century. Starting from the perspective of Brandão (2002), who understands education as culture, therefore perpassing school boundaries, Santo Daime is analyzed as an eminently educational space, in which multiple knowledge mediated by ayahuasca are circulating: cognitive, existential, artistic and medicinal, among others (ALBUQUERQUE, 2011). In the notion that ayahuasca gathers a “knowledge ecology” (Santos, 2009), this study aims to analyze educational practices daily experienced in Santo Daime religion and women’s knowledges arising from these practices. The methodology was based in Arias (2010), in the sense of establishing field ethnographic experience “from the heart”, once it approaches an insurgent wisdom, that demands observation and analysis dynamics not related to western epistemological models, which perpetuates coloniality processes. The research was performed at Casa de Oração Estrela D’água, located in Colares Island (PA), and the investigative means, based on oral history, were: semi structured interview, photographic register, daily conversation and active observation. Theoretically, this research was based in Brandão (2002), Ellsworth (2005), Ingold (2010) and Albuquerque (2011, 2018) studies, under decolonial perspective. Thus, an educational dimension is observed in Santo Daime religion, organized by a decolonial cultural pedagogy that emerges from ayahuasca wisdom. Nonetheless, heteronormative and patriarchal social models are perpetuated within Daime practices, contraditory to the “female doctrine” constructed by Daime community itself. Therefore, women’s knowledges related to the practice of singing and handling of the leaves that compose the beverage are also considered as means of ensuring protagonism positions and, simultaneously, resistance to the gender inequality dynamics, still present in this religion.

6
  • GIOVELANGELA MARIA DOS SANTOS COSTA DE PAULA
  • In this context, we highlight the figure of the school teacher, the main school agent who works on the internship, accompanying, guiding the trainee students.

  • Líder : MARTA GENU SOARES
  • Data: 27-abr-2021
  • Resumen Espectáculo
  • This study addresses the theme of the internship, a mandatory curricular component in teacher training courses, which is effective through the university-school articulation, based on the relationship between university professor, school teacher and trainee student. Aiming to bring future teachers closer to the field. Thus, the internship has been considered of fundamental importance for the training of teachers. However, several researches in the area have found limitations in its effectiveness. Thus, we start from the assumption that, the qualified development of the internship must consider that the training practices are produced collectively. In this context, we highlight the figure of the school teacher, the main school agent who works on the internship, accompanying, guiding the trainee students. Thus, we indicate that our goal is to analyze the conception of teachers who participate in the curricular internship of the Physical Education degree course at the University of the State of Pará. In this investigative process, we have adopted historical - dialectical Materialism as a method based on logic, which seeks to apprehend the object within the totality of complex and contradictory reality, based on a conception of the world, presenting a connection with the political and ideological aspects that corroborate the perspective of a society against hegemony. As methodological procedures, they were carried out; the bibliographic survey of the production of knowledge that focuses on the teachers of the school field of internship; the analysis of the main documents that govern the internship; and the application of semi-structured interviews with professors of the permanent staff who acted as collaborators of internships I and II of the CEDF / UEPA, of the field schools and of the university. And as a data analysis technique, we use content analysis. The production of knowledge that focuses on collaborating teachers has indicated that although the internship is legitimized in training based on the university-school relationship, there are many difficulties in implementing it. The collaborating teacher is a key element in the development of the internship and needs institutional, legal and training support, so that he can carry out his training actions in the training of future Physical Education teachers. The analysis of the collaborator professor's conception showed that there are many weaknesses in the accomplishment of the internship, absence of collaborative work, of training for collaborating teachers, of an official and professional attitude that guides the insertion and the work of collaborating teachers. What contributed to a distorted and dichotomized view of the internship by the collaborating teachers. Although the collaborating teachers understand the importance of the internship, a view based on traditional models of training predominates. However, collaborating teachers have realized the broad training potential of the internship, but they do not recognize themselves as trainers because there is no institutional definition of their role in the internship. However, collaborating teachers have agreed to collaborate with the internship, seeking to contribute to some extent the training of future teachers in the internship.

     

7
  • HERMISON BRUNO BAIA PALHETA
  • Acutipereira River in the municipality of Portel in the Marajó Archipelago-State of Pará

  • Líder : FABIO JOSE DA COSTA ALVES
  • Data: 23-jun-2021
  • Resumen Espectáculo
  • This research was developed with the objective of investigating the following problem: To what extent can a Didactic Sequence involving the concept of human Reproduction according to the Cultural History perspective contribute to the reflective environment on Teen Pregnancy? The research was carried out with the participation of eleven (11) high school students enrolled in the Modular Teaching Organization System (SOME) in a riverside school located on the Acutipereira River in the municipality of Portel in the Marajó Archipelago-State of Pará. As anchorage theoretical based on the concepts of speech, learning and language from the Historical Cultural Theory with the translation and interpretation of Prestes (2010) and other theorists. In the methodology, we developed a qualitative approach, using a Didactic Sequence (SD) for the activity based on the theoretical assumptions of (Zabala, 2011). For the analysis of the interactions of the activities, we work with the theoretical assumptions of Góes (2000) known as Microgenetic Analysis. The research was carried out with the participation of eleven (11) riverside high school students enrolled in the Modular Teaching Organization System (SOME) in a school located on the Acutipereira River in the municipality of Portel in the Marajó Archipelago-State of Pará. In the results we observed through microgenetic analysis that the participating students showed a greater understanding of complex concepts about human reproduction when it worked according to reality, identifying basic structures of human reproductive systems, followed by a positive reflection on the pregnancy of adolescents in the region, of way that our lens pointed out benefits in the development of the activities developed by the use of pedagogical texts organized from problems of their daily life, thus contributing to a reflective debate around the social problems experienced by young people and adolescents, as well as a possibility of improvement in the teaching-learning process in bio in high school at a riverside school in the Amazon Marajoara

8
  • IGOR BELO DOS SANTOS
  • Youth and Adult in Special Needs Education: teaching practices in a school at the city of Belém

  • Líder : ANA PAULA CUNHA DOS SANTOS FERNANDES
  • Data: 16-ago-2021
  • Resumen Espectáculo
  • This study provides an analysis of the teaching practices of teachers in Youth and Adult Special Needs Education that teach disabled students on regular education. Therefore, the main objective of this text, is to analyses how are the teaching practices of teachers of Youth and Adult Special Needs Education that act into regular classrooms that integrate disabled students in Elementary and High Public School. From this, the study aims, specifically: (a)to identify the notion that Youth and Adult in Special Needs Education Teachers have over theirs disabled students at Elementary and High Public School. (b) to analyses the disabled student’s educational work’s Dynamic at Elementary and High Public School; and (c) to determine the existing mishaps that hinder the Youth and Adult Special Needs Education Teachers pedagogical approach for disabled students. The research developed through the thesis is of the case study, for it is the one which better represents the reality of a classroom, just as the unfolding of its teaching practices that we intend to analyze, since They provide an empirical elaboration of the subjects studied in this research. As data collection, are used semi-structured interviews and the systematized analysis of data was done from the analysis of Oliveira e Mota Neto’s content (2011). From the results obtained, it is highlighted that the school lacks physical infrastructure to provide appropriate inclusion for disabled students by not offering Special Educational Service Spaces during night classes and not having a Youth and Adult in Special Needs Education Teacher. Also noted that, for some teachers, the special education needs are dependent of medical report, despite the reality of the disability and the global right of access to education, inclusive if necessary. It was, also, possible to verify teaching practices that are inclusive to disabled students and stimulate the capabilities They possess so that the educational process occurs appropriately. It is also noteworthy to have found contradictory practices, a teacher who had a segregating view of Special Education, but was analyzed within a social, political and systemic context, and another educator who developed inclusive and humanizing practices with the students from his conception of education and disability.

9
  • MARCOS HENRIQUE DE OLIVEIRA ZANOTTI ROSI
  • THE SILP OF THE SERPENT: poetics knowledges in indigenous narratives about the Big Snake

  • Líder : JOSEBEL AKEL FARES
  • Data: 22-sep-2021
  • Resumen Espectáculo
  • This research investigates the poetic knowledge of the Great Amazonian Serpent, in the indigenous imaginary of diverse ethnicities. As a research objective, we reflect on the organization of poetic knowledge about the Big Snake, the great enchanted serpent that inhabits the rivers and forests of the Amazon, and see how these poetic knowledge constitute an educational source. Therefore, it is a bibliographic study, theoretically based on authors from the field of poetics, memory and indigenous narratives. This study is methodologically based on bibliographic research (GIL, 2008), whose approach is qualitative (MINAYO, 2002), with a theoretical-methodological approach anchored in social phenomenology (SCHÜTZ, 1979). The modality of this study is interpretive (SEVERINO, 2007) and its technique is based on the comparative analisys (GIBBS, 2009). To this end, we spoke with authors such as Mindlin (1997; 2007) and Barbosa Rodrigues (1890) and Munduruku (2009), among others, in order to understand how the Amazon Imaginary is established as an approached category, as well as how the narrative variants are collected in different collections. times. Based on the relationships already established with the authors, it is possible to understand that the investigated beings navigate in countless possibilities to immerse and emerge from rivers and forests that give access to “lands without evils”, a place where the diverse enchantments of the legendary Amazon reside and that they give access to their particular senses and their universalities. In this relationship, the winding paths that the great snake follows in the river of the word link us and lead us to the educational knowledge of the enchanters, which feed us and flow directly to our academic existence, as Amazonian researchers.

10
  • FABIO DA CONCEICAO CAMARA
  • This research aims to analyze the ethical positions and cultural knowledge from the life narratives of residents of Baía do Sol-Mosqueiro-PA

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 27-sep-2021
  • Resumen Espectáculo
  • This research aims to analyze the ethical positions and cultural knowledge from the life narratives of residents of Baía do Sol-Mosqueiro-PA. Life narratives are excerpts from the history of each resident-narrator, considered significant and involving their knowledge and knowledge in view of ethical positions, in view of the relationship between the self and the other through the act of narrating. The central question of the research is: which knowledge emerges from the ethical positions of the residentsnarrators of Baía do Sol-Mosqueiro? The methodological path of this research is based on a qualitative approach, emphasizing narratives through the methodological procedure conversation wheels, which underlies the dialogical relationships that dimension the types of ethics involved in this scientific-narrative process, based on dialogical analysis, given a social and political dimension of dialogue as a source of analysis to support this dynamic process. The research techniques used were the research diary, the conversation wheels, with the recording of videos to constitute the research corpus. The theoretical framework of the research are: Bakhtin (2014, 2016, 2017, 2018) and Freire (2014, 2015). The results obtained in the corpus reveal the types of ethics involved in their reports and the knowledge that emerges from the dialogue present in these dialogic meetings, constituting positions in relation to ethical issues and other factors such as family, memory, migration, education, territory, work situations, knowledge and Amazonian tales

11
  • CIRA NAIA CAMPOS BARBOSA
  • Teaching the Fundamental Principle of Counting through experimental activities

  • Líder : PEDRO FRANCO DE SA
  • Data: 28-sep-2021
  • Resumen Espectáculo
  • This work presents the results of a research, whose objective was to analyze the effects of the application of a didactic sequence based on the teaching of mathematics Teaching by Experimental Activities have on the performance of students of the 5th year of elementary school, in solving issues involving the Fundamental Principle of Counting. In addition, the research also proposes to answer some questions: What are the effects of a didactic sequence based on the teaching of mathematics by experimental activities have on the performance of students of the 5th year of elementary school in solving questions involving the Fundamental Principle of Counting? The theoretical contribution taken as a reference was Conceptual Field Theory and Teaching by Activities. The path chosen for this work keeps the assumptions of Didactic Engineering as a research methodology, consequently it was divided into 4 stages: Previous Analysis presented the theoretical foundation and the works that approach the Multiplicative Conceptual Field, the Combinatorial and the Fundamental Principle of Counting. In the second section called a priori conception and analysis, we present the theoretical basis of teaching by activities and the description of the instruments: the tests and a didactic sequence for teaching the Fundamental Principle of Counting. The third section describes the experimentation, the collection of information, which was obtained with the 5th year students of a state school in the District of Icoaraci in Belém. In the last section, called a posteriori analysis and validation, we present the results, obtained from percentage comparisons between test results, we also used Pearson's linear correlation to ascertain that socioeducational issues had no significant influence on the results of the tests in this research. In addition to the Hypothesis Test, which showed a significant increase in performance between tests, which corroborates that the positive increase in student performance between the pre-test and post-test was the result of the didactic sequence used at work.

12
  • VANESSA AFONSO DA SILVA
  • Faced with the announced problem, the study turned to the perception of teachers about education, teaching, riverside youth and life projects

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 29-sep-2021
  • Resumen Espectáculo
  • In this paper, the result of the research is presented, which had as its central problem the question of verifying how teachers who work in High School understand education and educational practice with young riverside students? Faced with the announced problem, the study turned to the perception of teachers about education, teaching, riverside youth and life projects. Therefore, the general objective was to understand the perceptions of teachers about the limits, perspectives and challenges of acting in High School and, specifically, we sought to apprehend the views of teachers about the role of education regarding the training of riverside youth, outline how teachers perceive riverside youth and discuss how the teacher's role contributes to students' life projects. The methodology consisted of a qualitative approach, focusing on Alfred Schutz's Social Phenomenology (1979). For the gathering of information, the Narrative Interview according to Schütze (2014) and Weller and Zardo (2013) was used. The interviews were interpreted using the Documentary Method proposed by Karl Mannheim (1964). The research subjects were 6 teachers, of both sexes, who work in a public high school located in Vila Maiauatá, in the rural area of Igarapé-Miri, in the northeast of Pará. The theoretical deepening about the fields of study of Education and Teaching, Youth and Secondary Education and Education in/from the Countryside was based on the central perspectives of authors such as Brandão (2001), Freire (2013), Dayrell (2009), Arroyo (2014), Weller (2014), Hage (2005) , Prazeres and Carmo (2012), Freire (2016). From the interpretation of the perceptions of teachers and teachers, it was concluded that education and teaching in high school have as main purpose the training of students for life in society. It was understood that the educational practice with young people from the riverside produces challenges and possibilities based on the (re)cognition of the specific reality of the students, as well as the particularity and demands of riverside subjects. Finally, it was understood that riverside youth is heterogeneous and riverside youth are plural and singular subjects.

13
  • HENRIQUE DE MORAES JUNIOR
  • Educação Escolar Indígena “Itaputyr” Tembé Tenetehara e o
    Ensino de Filosofia: olhar decolonial e intercultural na Amazônia paraense.

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 30-sep-2021
  • Resumen Espectáculo
  • MORAES JUNIOR, Henrique de. “Itaputyr” Indigenous School Education Tembé Tenetehara and the
    Teaching of Philosophy: a decolonial and intercultural look in the Amazon region of Pará. 2021. 437f.
    Dissertation (Postgraduate Program in Education) – University of the State of Pará, Belém, 2021.
    This Master's Thesis aims to analyze how the philosophical, educational and cultural knowledge of the Tembé
    Tenetehara people are incorporated into Philosophy Teaching in the pedagogical and curricular processes of
    the “Itaputyr” Indigenous State High School. Its specific objectives are: a) to check, based on the problematic
    universal cores, the ritual and culture of the Tembé Tenetehara people, which knowledge is considered to be
    philosophical and educational that guide life in the Zawara Uhu community; b) verify in the Philosophy
    Teaching of the Indigenous State High School “Itaputyr” if there is an intercultural and/or colonial
    relationship between the Ritual of the Porridge and Moqueado Festival and the philosophical knowledge of
    the European tradition; c) identify the concept of education (coloniality and/or interculturality) underlying
    the politicalpedagogical project, involving the curriculum, teaching material, lesson plan, teacher training,
    didactics, methodology and evaluation of apprenticeship, from the Indigenous State High School “Itaputyr”
    Tembé Tenetehara; and d) point out how the relationship between the philosophical knowledge of the Tembé
    community with the philosophical knowledge of the European tradition in the teaching of philosophy is
    established. The Methodological paths assumed in the Research were: the State of Knowledge with the
    descriptors: Indigenous School Education; Interculturality; Intercultural Education; Teaching of Philosophy;
    Coloniality. The analyzes of the Theses and Dissertations evidenced the absence of works that address the
    indigenous philosophical knowledge in Indigenous School Education in the Amazon region of Pará; The
    research is qualitative and field; the Study Method is the Analectical. The Locus of Investigation was the
    Indigenous State School of Elementary and High School “Itaputyr”, located in the Alto Rio Guamá
    Indigenous Land in the State of Pará in the city of Capitão Poço in the municipality of Santa Luzia do Pará
    – PA. The interlocutors of the Study are: the Chief, Indigenous Leadership of the Zawara Uhu Village for
    possessing the philosophical and educational knowledge underlying the Ritual of the Porridge Festival
    (kàwi'u haw), of the Moqueado (wyra'u haw) and the Teaching Teacher Middle School Philosophy at the
    “Itaputyr” School. The following Procedures were adopted: o Bibliographic Survey on matters relating to
    Indigenous School Education; Decolonial Theory; Liberation Philosophy; Indigenous Philosophy;
    Intercultural Philosophy; Teaching of Philosophy; Interculturality and Education and the History of the
    Tembé Tenetehara People and their way of life and the Ritual of Porridge (kàwi'u haw) and Moqueado
    (wyra'u haw). Document Analysis was carried out on the Political-Pedagogical Curriculum Project; the
    Lesson Plan; Teacher Training, Didactic Material; the Pedagogical Practice, the Methodology Strategy and
    the Learning Assessment. A Freirean Dialogic Interview was also carried out with the Chief, Indigenous
    Leadership and the Professor of Philosophy. The analysis and systematization occurred through content
    analysis, from the thematic category with: a) “Modernity and Coloniality: decolonial, intercultural critique
    in education and teaching of philosophy”; b) “The Tembé Tenetehara People: history, locus, philosophy,
    education and cultural ritual”; c) “Indigenous Policy, Indigenous School Education in Brazil and in the State
    of Pará”; d) “Indigenous School Education ‘Itaputyr’ Tembé Tenetehara: indigenous educational policy,
    school and curricular politicalpedagogical project”; and e) “Teaching Philosophy and Philosophical
    Knowledge in Indigenous School Education ‘Itaputyr’ Tembé Tenetehara: political pedagogical project for
    curriculum, decoloniality and interculturality in the Amazon region of Pará”, Analytical categories were
    identified such as: Eurocentrism; the Coloniality of power, gender, being, memory, knowledge and nature;
    Decoloniality; the indigenous and intercultural liberation philosophy; intercultural education; functional and
    critical interculturality; banking and liberating education; indigenous school education; and the Teaching of
    Philosophy. Finally, Ethical Care. It is inferred, the absence of philosophical and educational knowledge of
    the Tembé People in the teaching of Philosophy through the Coloniality of European Knowledge in the
    absence of critical intercultural knowledge, with a functional relationship of labor, the full absence of
    Indigenous School Education being overcome for democratic, liberating, decolonial and critical intercultural
    education in PPP and in teaching, execution of EEI and Bem Viver Tenetehara.

14
  • ALDO CATIVO DA SILVA FILHO
  • EDUCATION, GENDER AND SEXUALITY IN CYBERSPACE: LEARNING IN CONSERVATIVE AND PROGRESSIVE FACEBOOK GROUPS ABSTRACT

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 25-nov-2021
  • Resumen Espectáculo
  • The following work entitled “Education, gender and sexuality in cyberspace: learning in conservative and progressive Facebook groups” is a Master's thesis in Education made and presented throughout the COVID-19 pandemic period (SARS-CoV- 2), which was driven by the problem question on how LGBTI+ individuals learn and what they learn about gender and sexuality in online interaction groups; we have researched about how their learning about gender and sexuality take place in virtual community of human rights defense and also in conservative religious virtual community on the social network Facebook. The research aimed at understanding how the education on gender and sexuality takes place in the context of Facebook groups. Then, its specific goals were: describing how online education on gender and sexuality is set up in virtual groups that stand up for LGBTI+ people rights, and also for principles of Conservative Christian Right; Understanding the community mediators and users’ participation means/mechanisms on online processes of interaction, discussion and understanding of issues related to gender and sexuality and comparing the realities of different virtual groups, pointing out similarities and differences in the teaching and learning processes. This work presents a qualitative study carried out through social phenomenology (SCHUTZ, 1979), virtual ethnography (POLIVANOV, 2013; FRANKHAM and MCRAE, 2015) as a data gathering method besides using the documentary method (GARFINKEL, 1967; BOHNSACK; 1999; WELLER, 2005) for data interpretation. We have researched as a distant observer the daily life and interactions of four Facebook community, i.e., two progressive groups, one conservative group and one group that flows between the two features. The theoretical background was based on foucaultian post-structuralism (FOUCAULT, 1979; 1987; 2003), on queer theory and education by Guacira Louro (2000; 2001; 2012) and Richard Miskolci (2009; 2017) as well as cyberspace concepts by Pierre Lévy (1999). As a result, it was noticed that conservatism and progressivism are blended in groups’ daily experiences which deals with gender and sexuality issues; the cyberculture of Facebook groups presents itself as conducive to the teaching of marginalized themes in the School, hate speeches, Fake News dissemination and transmission of moral panic are worrying factors in gender and sexuality struggles in cyberspace.

15
  • ANA CRISTINA DE SOUSA DOS SANTOS
  • Teachers' practices at the interface between special education and rural education in a specialized institution.

  • Líder : ANA PAULA CUNHA DOS SANTOS FERNANDES
  • Data: 22-dic-2021
  • Resumen Espectáculo
  • Since the implementation of Special Education from the perspective of inclusive education, it has been discussed how its processes can take place in the most varied spaces, shapes and dimensions. In the latter case, works dealing with special education in interface with other modalities such as rural education are included. This is the case of children with disabilities who live in the countryside and study in the city. In this, the research analyzes the pedagogical practices of teachers with riverside children of a Specialized Educational State Unit (SESU) that serves students with blindness and low vision in the city of Belém do Pará. In a qualitative approach, having as a methodological procedure the field research using semi-structured interviews and observation with the instruments field diary, photographic record, analysis of school documents and, having as participants 03 special education teachers from different sectors of SESU the results were obtained: the SESU is still defined as the “only school” for the type of disability above and, in general, has adequate space for the functioning of the services; by law, all of his work was based on Specialized Educational Assistance (SEA); some students have other disabilities and/or comorbidities that are considered by the SESU in its plans and teaching practices; there are rural and/or riverside students with disabilities who come to the SESU and who are not necessarily enrolled in a regular school, and riverside students, despite some developments in teaching practices that drive intercultural processes, are still not considered in the Individual Pedagogical Plans ( IPPs); In addition, it was identified that there are students from the countryside who stay in the city to have SEA directly for a week, because when they return to their homes, they will stay there for two months due to transport difficulties, thus making the service schedule for these students more flexible, but, harming them in attending regular classes. The analyzed data point to the need for an inclusive and intercultural education planned for the riverside student with a disability, who often has the SESU as the only educational space for all its services, including regular teaching assistants. However, it was verified: few pedagogical-teaching practices that consider the riverside interculturality of each child; lack of interface training and little contact from the Pedagogical Coordination and Special Education Managers with regard to teacher training, among other issues. With this, it is hoped that the research can subsidize the debate that will strengthen the few intercultural or interface pedagogical practices that already exist in the SESU and problematize innovative actions that increasingly raise the dialogue of special education with other areas that consider the identities and specificities of people with disabilities, in particular riverside children, who live in the countryside and study in the city.

16
  • ANA PAULA SANTOS SARMANHO
  • This dissertation is a study on the social representations of teachers and facilitators
    about the playing of children with autism spectrum disorder (ASD) in a bilingual private
    school of kindergarten

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 22-dic-2021
  • Resumen Espectáculo
  • This dissertation is a study on the social representations of teachers and facilitators
    about the playing of children with autism spectrum disorder (ASD) in a bilingual private
    school of kindergarten. The general objective of the research is to analyze the social
    representations of these educators about the child's play with ASD and how these
    representations are materialized in pedagogical practices. The specific objectives are:
    to analyze the social representations of educators about the child's play with ASD in
    early childhood education and to understand how these representations are
    materialized in the pedagogical practices of these educators. The subjects who
    participated in the research are four teachers, two of English and two of Portuguese,
    and two facilitators of children who shared their representations about the play of
    children with ASD. This research is characterized by a qualitative approach, using a
    script of observation of pedagogical practices related to playing and a semi-structured
    interview script. Thus, only interviews and routine observations were carried out,
    focusing on moments of play, and it is listed in a field research. In the theoretical-
    methodological field, the Theory of Social Representations (TRS) by Serge Moscovici
    and Denise Jodelet was used, in the procedural approach, where the processes of
    formation of representations, anchoring and objectification are analyzed, that is, how
    the subjects they interpret something from reality and classify it, anchoring it and how
    they materialize it in something concrete, reproducing a concept in an image,
    objectifying it. In addition to TRS, this work is based on studies by Martins (2009),
    Chiote (2015), Vigotiski (1998), Oliveira (2011) and Freitas (2005). After the interviews
    and observations, the data were systematized into three thematic categories: Personal
    and training data for teachers and facilitators; the social representations of teachers
    and facilitators about ASD, playing and children's play with ASD; and the pedagogical
    practices of teachers and facilitators about the child's play with ASD and the
    materialization of social representations in practices. As a result, it was found that
    teachers and facilitators bring social representations about the importance of playing
    for children with ASD as something important for their development of socialization,
    cognitive and motor skills, creativity and autonomy, however, when they bring
    representations of how is this playing, playing alone is observed and the situations that
    impede its development are attributed to the children's difficulties in interactions and
    social communications, with a focus on diagnosis. It was also noted that some
    practices are marked by residues of the integration paradigm and, therefore, make it
    difficult for the child to be included in the moments of play, it was found that in large
    part the responsibility for the development of these children is left to the work of the
    facilitators, because the teachers present difficulties in approaching, creating dialogues
    and mediating the children in the games, with the toys and the pairs, in large part in
    reason for the way they represent the child with ASD and the absence of experiences
    and initial and continued training regarding the teacher's work with children with ASD,
    focusing on play and its possibilities for the integral development of this audience

2020
Disertaciones
1
  • EVELLIN NATASHA FIGUEIREDO DA CONCEICAO
  •  

     

     

    The Flame ofthePulsingandBurning Star: SensitiveEducation in thePoetic Prose ofAbguar Bastos

  • Líder : JOSEBEL AKEL FARES
  • Data: 30-ene-2020
  • Resumen Espectáculo
  • CONCEIÇÃO, Evellin Natasha Figueiredo da. The Flame ofthePulsingandBurning Star: SensitiveEducation in thePoetic Prose ofAbguar Bastos, 2020, 136 f. Dissertation (Master in Education). StateUniversityof Pará, Belém - Pará, 2020.

     

    Floodedwithrivers, colors, woods, aromas, etc. theAmazonisanextremelymultifaceted region. The nativesestablish a differentrelationshipwiththeenvironment in whichthey are inserted, in a spacethatbecomesaestheticizedfrom a close connection withthe natural (LOUREIRO, 2015). It is in thiscontextthatthe book “Somanlu, The Star Traveler” byAbguar Bastos, published in 1953. One crucial point, whichformsthe core ofthenarrative, It isthefactthattheexplanations for thegenesisofthings are wovenfrommythopoetics. For twentymoons, Abguar shows usanotherperceptionaboutthebirthofbeings in the world. In thissense, it provides a strongimage game thatsensitizesthereader's gaze, in anexpressivestateofaesthetic-literaryenjoyment. Somanlu, theprotagonistofthenarrative, iscategorical in establishingallhis networks of communication withtheotherfrom a sensitiveconductbasedontherelationshipwithnature. The time in whichtheiradventures are narratedisdistinct, henceanotherviewofexistence, drenched in sensitivity. Contactwiththe star iscriticalto its humanflow. The star istheconductoroftripswhichgivethe boy recognitionoftruthsthat are oftendifficulttounderstand. Each time youtravelwithinyouunderstandeven more themeaningoflifeandunderstandhowmuchslowingdownyourexistenceisnecessary, in ordertohave a keener insight intothethingsaroundyou. Myintent in thisspaceistoreflectontheknowledgethroughwhichthemythopoeticnarrativesthatgeneratehistorypassthrough, from a conceptionofeducationthatrecognizesthecorporealsensibility as a fundamental element in theconstructionoftheknowledge.

2
  • UISIS PAULA DA SILVA GOMES
  • This work aims to develop the sign-terms corresponding to the following Vaganova’s Ballet moves: first, second and third positions

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 04-feb-2020
  • Resumen Espectáculo
  • This work aims to develop the sign-terms corresponding to the following Vaganova’s Ballet moves: first, second and third positions, Tendu, Plié, Jeté, Fondu, Frappé, Grandbatments and Rond. Its specific objectives are: to identify the communication of deaf students during ballet learning; to inspect if there is any record of the signs relative to Vaganova’s Ballet moves; to verify and register what are the necessary parameters to create sign-terms related to each specific ballet’s movement; to systematize a glossary of Vaganova’s Ballet sign-terms. As theoretical reference, there is Faulstich (2014), Tuxi (2017), Quadros (2004) and their interlocutors. This is a qualitative and descriptive research, done in two stages: creation and validation of sign-terms. The first stage was done in an open and informal environment, with ten adult participants, seven of which were deaf; the second stage was done in a deaf’s school dance room, with ten participants, of which, one was a hearer adult and nine were deaf children students – five boys and four girls. In the creation stage, the Vaganova’s Ballet movements were analyzed and, based on LIBRAS’ parameters, the sign-terms were created. In the validation of the signs stage, eight classes were taught to the deaf children in order to teach the sign-terms. The two stages were recorded through photography and filming. In order to create the sign-terms, the visual details and the name of the movements were analyzed; in order to validate the sign-terms, a teaching-learning environment was set up, in which, through practical lessons, taught by a ballet professional, hearer, with a basic level of LIBRAS, the ballet movements were taught, using the sign-terms created in the first stage of the research. The analysed data came from the material collected at the two stages of the research. It showed the importance of the creation of sign-terms to deaf people’s learning in the educational context of dance.

3
  • IRANILDO DA SILVA OLIVEIRA
  • History and Life Memory of Students with
    Disabilities in EJA

  • Líder : ANA PAULA CUNHA DOS SANTOS FERNANDES
  • Data: 14-jul-2020
  • Resumen Espectáculo
  • OLIVEIRA, Iranildo da Silva. History and Life Memory of Students with
    Disabilities in EJA. 2020. 138 f. Thesis (Mastership in Education) – State University
    of Pará, Belém, 2020.
    This master's thesis research sought to narrow two teaching modalities that have
    their achievements from the social struggle, being Young and Adults Education –
    EJA that is a teaching modality aimed at young, adults and the elderly and the other
    is Special Education that have as target audience people with disabilities, global
    developmental disorder and high abilities/giftedness. Sought to answer the following
    question: In what way do students with disabilities experience inclusion and
    schooling in Young and Adult Education classes in the city of Santa Maria do Pará?
    The aim is to know through life history how students with disabilities experience the
    process of inclusion in the EJA modality in the municipality of Santa Maria do Pará,
    northeast of the state of Pará. About the methodology, Life History was used. The
    type of research was field with qualitative approach. The locus of the research was
    the municipality of Santa Maria do Pará, northeast of the state of Pará, distant about
    100 km from the capital Belém. The research participants were three students from
    EJA, one with physical disability and two with intellectual disability. The interview with
    a semi-structured script was used as data collection instrument. The data’s analysis
    happened through the analysis categories. The results were: two students with
    intellectual disabilities and one with physical disabilities; only two participants had
    specialized clinical follow-up; the participants moved outside of the municipality to
    perform clinical procedures and follow-up; there is no physical therapy for two
    participants who need it; there is a lack of partnership between health, social
    assistance and education; the participants studied in schools located in their
    communities during childhood; the participants did not have Specialized Educational
    Service - AEE during early childhood education; there is an absence of accessibility
    in the rural school; two participants stopped studying during elementary school, one
    due to the closure of the rural school and the other due to the lack of a wheelchair;
    the participants arrived at EJA without understanding about this modality; one
    participant never knew the AEE; two participants have attended AEE since
    elementary school; there is a mismatch between legislation and the provision of AEE
    in the rural school; the participants build their identities from the space they live in
    and what they produce; two participants identify themselves as people with
    disabilities; there are other results that are present in this dissertation.

4
  • LOUISE RODRIGUES CAMPOS
  • analysing how the herb handlers who work at the Ver-o-Peso market develop their know-how ways, the educational dimension of such practices and its contribuitions to the Amazon intercultural education study.

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 17-ago-2020
  • Resumen Espectáculo
  • This study consists in analysing how the herb handlers who work at the Ver-o-Peso market develop their know-how ways, the educational dimension of such practices and its contribuitions to the Amazon intercultural education study. The realization of this dissertation was embodied from the participation of the following subjects: Edna, Maria Loura, Elizangela, Socorro Loura, Vanessa and João. This research locus was the Ver-o-Peso complex, located in Belém do Pará, in Comércio neighborhood, between Boulevard Castilhos França Avenue and Guajará Bay.Regarding to the methodological characterization, it consists in a qualitative approach research (MINAYO, 2002); field research (SEVERINO, 2007), which data acquisition took placein the herbs sector. It is situated the present research in agreement with the critical-dialectical focus. It is a case study (LUDKE;ANDRE, 1986). It was adopted as methodological strategy the knowledge cartography, based in the symbolic cartography of Boaventura de Sousa Santos.With regards to the methodological procedures, it were conducted semi structured interviews with the herb handlers, in the herbs sector; observation in loco (MINAYO, 1994) and photographic records. For the participation in the research, an Informed Consent Form (TCLE) was carried out. Concerning to the data systematization and analysis, analytic and thematic categories were built (OLIVEIRA; MOTA NETO, 2011).The categories building had content analysis tecniques as reference (BARDIN, 2010). From the organization of the acquired data, the themes autonomy of being herb handler, know-how and teach-learn emerged. Regarding to their know-how ways of medicinal herbs preparing, the subjects demonstrated aspects such as: memory, belief, religiosity and family heritage. The responses about teaching and learning experiences evidenced places beyond the herbs sector and moments beyond the work, as the experiences shared in family daily life.The educative character present in the herb handlers know-how ways corresponds to the daily experiences of such subjects, related to the acts of teaching and learning, the knowledges of healing experience and herbs medicinal properties.Among the experiences reported by the subjects, it was observed a bathingof learning, referring to the baths practiced and the teas and “garrafadas” (mixture of herbs with medicinal purposes) used by the subjetcs. Characteristics such as: the experience of feeling and distinguishing medicinal herbs, the importance of the relationship between spiritual energy, body and mind, which constitute the know-how ways of the subjects; evidence corporealities and announce cultural expressivities that contribute to the critical intercultureality, in view of the affirmatives about the autonomies of being herb handler, the specificities of the knowledges about healing and wellness and the daily life of teachings and learnings, built from the subjects life experiences

5
  • HANNA TAMIRES GOMES CORREA LEAO TEIXEIRA
  •  

     

     

    to the denunciation of the Other's denial and oppression and to the announcement of the Other in its otherness in the years 1995 to 2019

  • Líder : IVANILDE APOLUCENO DE OLIVEIRA
  • Data: 24-ago-2020
  • Resumen Espectáculo
  • This research has as object the / Other in memories, productions and actions of educators and educators of the Center for Popular Education Paulo Freire - NEP in the Pará Amazon throughout its twenty-five years of history, an object delimited from the restlessness how NEP's productions and actions have contributed to the denunciation of the Other's denial and oppression and to the announcement of the Other in its otherness in the years 1995 to 2019? In order to address this problem, we aim to analyze how the NEP, in its 25 years, in terms of its productions and actions, has contributed to denouncing the Other's denial and oppression and to the Other's announcement in its otherness, promoting popular education and critical interculturality in the state of Pará. The progress of this research was possible through a qualitative approach, conducting historical research, based on Cultural History (BURKE, 1992), case study (LUDKE; ANDRÉ, 1986) and systematization of experience (JARA, 2017). The locus of the investigation is the Popular Education Center Paulo Freire (NEP / UEPA), in the historical section from 1995 to 2019 and the subjects are educators of the Center. The methodological procedures are: bibliographic and documentary analysis, in addition to oral history with a semi-structured interview. Data analysis was carried out through categorizations, based on Content Analysis (BARDIN, 2011) and the use of ethical research care through the Informed Consent Form. Its main theoretical references in the field of discussion of the Other are: Freire (2015a), Arroyo (2014), Dussel (1993), Oliveira (2015), Fleuri (2017), Walsh (2008) and Santos (2010a); in popular education: Freire (2018), Brandão (2002), Mota Neto (2015) and Puiggrós (1994). In the course of the investigation, a state of knowledge about popular Freirean education, about the history of a research group and about otherness and Paulo Freire was realized. As a result of the investigation, the foundation history of the Youth and Adult Literacy Program (PROALTO) was systematized, followed by NEP, in addition to presenting how the Center defines itself, how its history is marked by concern and learning with the Another and some challenges and contributions from the Nucleus listed by the narrating subjects. Also presented are some NEP productions and actions, developed in these 25 years, such as: research, Study and Works Group and coordination of the Paulo Freire da Amazônia Chair. Then, also as a result of the research, there is a discussion about education, the concept of popular education for the NEP, popular education in Latin America and Brazil, as well as some specificities of Freire's popular education. Finally, the latest version results about who the subjects are Others in the history of NEP; about denunciations of how the subjects with whom NEP works are denied and announcements of how NEP fights these oppressions in search of recognizing the alterity of these subjects, announcements that go through the recognition of pain, the expansion of possibilities of existences and knowledge, for problematization and intercultural encounters. We end with general considerations about the research and its implications.
6
  • MAILSON DE MORAES SOARES
  • BETWEEN THE NOISE AND THE SILENCE, THE WISDOM IS MADE... SAVE D. MARIA PADILHA: on the hem of her skirt the swirling knowledge of an education that sings

  • Líder : JOSEBEL AKEL FARES
  • Data: 31-ago-2020
  • Resumen Espectáculo
  • L’ange du Seigneur a annoncé à la Vierge Marie, et elle a conçu le Saint-Esprit ... Laroyê, mojubá,
    Saravá D. Maria Padilha!» Quelles voix-corps tapissent mon corps? Afro religieux, marqué
    par des insignes chrétiens catholiques, nourri et éduqué par des femmes Marajoara, enceintes de
    connaissances afro-amérindiennes. Des voix qui résonnent dans les temples afro-amazoniens,
    selon les mots de D. Maria Padilha. Reine espagnole du XIVe siècle, devenue une entité spirituelle,
    entrelacée de divinités africaines, règne comme une réminiscence ancestrale. Par ses
    paroles D. Padilha, il nourrit et instruit les enfants et les adeptes du terreiro, pour une culture de
    résistance du peuple saint en Amazonie. Entrevoir les connaissances de D. Maria Padilha, une
    entité afro-religieuse, est ce que cette recherche vise: à travers une méthodologie autobiographique
    (Freeman, 2006), en buvant aux sources fructueuses de Poética Orais (Zumthor, 2010);
    coudre des réseaux de l’Imaginaire (Bachelar, 1998) avec les tissages de la Mémoire (Halbwachs,
    1990) et de l’Histoire des habitants d’Axé (Sodré, 2017); construire des ponts entre les
    connaissances de Terreiro et éduquer le sensible (Maffesoli, 1998), entre la poésie et la rigueur
    scientifique; en emmêlant les concepts et les perspectives décoloniales (Santos, 2008; Rufino,
    2016-2018) qui insultent un éducateur plus heureux et plus humain; qu’à travers Voice, un phénomène
    est fait pour être capté par les sens et décrit par une écriture poetnographique (Silva ;
    Lima, 2014). Ainsi, j’ai l’intention de décrire des actions dans un contexte afro-religieux, et
    d’analyser qualitativement les déclarations / informations obtenues, qui se présentent comme
    des récits du sujet recherché, D. Maria Padilha, lorsqu’elles se manifestent dans une transe médiumnique,
    peuvent être rejetées dans les liens d’une éducation sensible, qu’au-delà de ce que
    leurs inquisiteurs supposent savoir, ils enseignent, et ils le font, comme une chanson qui plante
    dans le monde, une manière d’être, un amour qui éclabousse sur nous et agité.

7
  • PRISCILA DEOMARA ASSUNCAO MAGALHAES
  • How are the religious literacy practices of the elderly configured in the São Francisco Xavier Catholic Community

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 31-ago-2020
  • Resumen Espectáculo
  • In this study, the daily life of the Catholic community São Francisco Xavier was investigated with the objective of identifying the religious literacy practices of the elderly that compose it. With a qualitative approach, to answer the following problem question: How are the religious literacy practices of the elderly configured in the São Francisco Xavier Catholic Community? Thus starting from the following guiding questions: a) What are the religious literacy practices existing in the community of São Francisco Xavier? b) How do these educational practices develop within the community? c) What knowledge emanates from religious literacy practices in the social context of the community? The locus of the research is a Catholic community, located in the Marco neighborhood in Belém / PA, the subjects of the research are the elderly. For the production of the data, direct observation was used; photographic record of religious literacy practices in the community and semi-structured interviews. The basic theorists of the research are Street (2014), Bakhtin (2016) and their interlocutors. The data obtained for the composition of the corpus reveal relations of sabares and religious practices in the context of this community, thus constituting the recognition of religious Literacy among the subjects of the research. Configuring, within the practices and events, that the elderly practice in the community: pilgrimages, meetings to pray the rosary, meetings for reading the Bible, worship, funerals, Christmas pilgrimages, the month of Mary, among others, permeated by languages oral and written.

8
  • RONIELSON SANTOS DAS MERCES
  • Dialogic and antidialogical relationships between students with and without disabilities and educators in a high school class at a public school in Icoaraci - PA.

  • Líder : JOSE ANCHIETA DE OLIVEIRA BENTES
  • Data: 31-ago-2020
  • Resumen Espectáculo
  • This dissertation has a problem question: how do the dialogical and antidialogical relationships between students with and without disabilities and educators occur in a high school class? This research aims to analyze the dialogic and antidialogical relationships between students with and without disabilities and educators in a high school class. The theoretical framework of this investigation is based on Freire (1982, 1985, 1986 2001, 2003, 2011, 2014, 2015, 2017, 2018); Oliveira (2017,2015), Fleuri (2018); Guedes (2007); Scocuglia (2019). The methodological conception is based on the qualitative approach in the perspective of Freire's dialogical analysis. The research subjects were three students with disabilities - one student without disabilities - two educators. The methodological procedures were bibliographic and documentary survey; semi-structured dialogic interview, observation and field diary. The systematization and analysis of the data were through analytical and thematic categories. The results revealed the dialogical and antidialogical relationships constituted by the research subjects are present in the school context, which we can infer that: the dialogical relations exist in the school context, being carried out by the multiple subjects who seek the transformation of this educational context to promote the protagonism of students with and without disabilities. Thus, we found that although it is a public school on the periphery, the results showed that there are contradictory dialogical practices: on the one hand, the actions of teachers cause transformation in this school space, we could see in the interviewees' statements that there is a concept of progressive, dialogical education liberating, humanized and inclusive anchored in dialogicity under construction to recognize, value and listen to differences in the school context. In the same way, there are also antidialogical practices that reflect human interactions, the model of the school curriculum and the pedagogical practices that are present in the school organization. Finally, we conclude that the dialogic relations in the school routine need to be discussed in the academic and school environment with the aim of enabling the emancipation and social recognition of people with disabilities, that is, it is the opportunity to talk about subjects due to their distinction physical, sensory and psychic in the field of educational research, anchored in Freire's dialogicity as a theory of transformation of school reality.

9
  • VICTORIA SANTOS DE ABREU
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    AssociationofWomenFarmers (AMACAMPO): Knowledgeandpracticesthatinvolvebeing a peasantwoman in the MST

  • Líder : SERGIO ROBERTO MORAES CORREA
  • Data: 29-sep-2020
  • Resumen Espectáculo
  • ABREU, Victória Santos de. AssociationofWomenFarmers (AMACAMPO): Knowledgeandpracticesthatinvolvebeing a peasantwoman in the MST, agroecologyand rural education. Dissertation (Master in Education), StateUniversityof Pará - UEPA, Belém-PA, 2020. Thisresearchhas as mainobjectivetoanalyzetheexistenceof a particularityandreinventionofthe debate on rural education, in the MST, throughtheknowledgeandpracticesofagroecologicalproductionledbywomenfromtheAssociationofWomenFarmersofthe Mártires de Abril Settlements, Paulo Fonteles and Elizabete Teixeira (AMACAMPO). Seeking as specificobjectives: a) Carry out a mapping oftheknowledgeofthewomenof AMACAMPO, throughagroecologicalproduction; and b) Identifyandanalyzethecontributionof AMACAMPO, through its knowledgeandpracticesofagroecologicalproduction, tothe debate on rural education in the MST, particularly in thecontextofthe Paraense Amazon. Tothisend, a fieldresearchwascarried out, with a qualitative approach, basedon a decolonial approach, basedonthe perspective of Southern Epistemologiesand Post-abyssalThinkingby Boaventura de Sousa Santos (2004; 2010), as wellandunderthecontributionsabout decolonial feminism, wovenby Maria Lugones (2014). Having as methodological procedures for datacollection: semi-structured interviews, participantobservation, bibliographicsurvey, documentarysurvey, systematizationandanalysisof data andethicalcare. Fromthe mapping oftheknowledgeandpracticesthatinvolvebeing a peasantwoman in the MST, as well as theagroecologicalproductiondevelopedby AMACAMPO, it waspossibletoidentifyandanalyzethecontributionofthisexperiencetothe debate on rural education in the MST, particularly in thecontextof Paraense Amazon, whenweunderstandthe role ofwomenfarmers as a counterpointtotheindividualisticanddestructive marketing and financial logicimposedbymodern / colonial capitalism, byreinventingtheiraffectionsandthewayofbeingaffected, weavingresistancetotheformsofcolonialityofknowledge, power, ofbeingand feeling; they point out otherways, through a projecttotransformthecountrysideandsociety; andrecreating new social, ethical, political, economic, affective, educationalandenvironmentalrelationships.

10
  • ADRIELE DE FATIMA DE LIMA BARBOSA
  • Environmental Education in the Amazon: a Study on the Grupo Ambiental de Fortalezinha (GAF)

  • Líder : SERGIO ROBERTO MORAES CORREA
  • Data: 30-sep-2020
  • Resumen Espectáculo
  • This essay had as object of investigation the experience of environmental education in the collective actions of the Grupo Ambiental de Fortalezinha (GAF), aiming to identify and analyze what the collective action of GAF, in the traditional fishing community of Fortalezinha, presented about its experience of "environmental education" from the narratives of the community and other institutional agents that consists the GAF. The issue raised in this research was guided by the following question: What does the collective action of the GAF, in the traditional fishing community of Fortalezinha have to reveal about its experience of "environmental education" from the narratives of the community and other institutional agents that consists the GAF? Seeking to get an answer to this question, some questions were used to guide and help to ask and answer the main question: What is the origin of the GAF and what led to its constitution? What role did the Traditional Fishing Community of Fortalezinha have in its constitution? What is possible to learn from this experience of collective action of environmental education from traditional fishing communities of the Amazon under the focus of southern epistemologies? What are the advances and limits of this collective action of the GAF regarding its proposal of "environmental education" in the fishing community of Fortalezinha from the perspective of epistemologies of the South? What challenges can be identified for the environmental education debate from this experience with these traditional communities of the Amazon? To answer these questions, the aim was to present elements that characterize the origin of the GAF and what led to its constitution, as well as the role that the Traditional Fishing Community of Fortalezinha had in its constitution; to analyze the conception of environmental education present in this GAF experience; to investigate in which this experience of collective action of environmental education of The GAF contributed to this community; to identify the advances and limits of this collective action of the GAF regarding its proposal of "environmental education" from the perspective of epistemologies of the South. The methodological path was characterized by the qualitative approach, from the perspective of epistemologies of the South. With the field research, the techniques used were: case study, participant observation, field diaries, photographic and audio records, data collection through narrative interviews. This study had the participation of eight individuals who participated of the GAF: six people from the community, three of them identified themselves as fishermen and active in other economic activities, one of them as a health agent, another one as a trader and a also coordinator of an educational space. The two external individuals were not residents of the village, but they have houses and private enterprise. For the data interpretation of this research, the categories of analysis in data triangulation were used. Thus, it was identified that the GAF arises, at first, from the problems encountered with the issue of garbage in the community, but the research revealed other structural and contradictory factors that contributed to promote discussions within the group and consequently in actions that aimed at the resolution of these basic needs of
    Fortalezinha. According to the narratives of external subjects and residents who participated in the action of the GAF, the experience of environmental education was based around the economic, social, political, cultural and environmental aspect, demarcated in its historical temporality in advances, presented as a formative space and movement of knowledge for the members in the construction of a more critical and sensitive look at the environment and also in autonomy, social participation and claiming their rights. The limits of the group's performance, and consequently of the actions taken, were punctuated due to structural factors that involved, from the financial support of other institutions for the maintenance of the group and factors that involved interpersonal relationships. As a result of the data found with the research and its respective analyzes, some challenges appear to be added in the debate on environmental education in the Amazon, which I highlight: how local communities are organizing themselves in the face of current environmental issues, how environmental protection areas have been working on environmental education in their territories and, finally, recognizing the local culture of the Amazonian reality as a fundamental element in the discussion of environmental education in the Amazon.

11
  • NILZA MARIA CABRAL FEITOSA RIBEIRO
  • They are beautiful because it’s my Family”: Social representations of children from early childhood education’s beauty

  • Líder : TANIA REGINA LOBATO DOS SANTOS
  • Data: 03-dic-2020
  • Resumen Espectáculo
  • This research was carried out in a public institution in the municipality of Ananindeua -
    Pará, with 24 children of 5 years old
    has as a problematic point: How the social
    representations of 5-year-old children about beauty influence in the process of
    socialization in the school field? The general goal: Knowing the social representations
    of 5-year-old children about their own beauty and of others, and its influence in the
    process of socialization in the early childhood education. And the specific goals:
    knowing the social representations that children possess about beauty; understanding
    how the social representations that children possess about beauty influence in the
    process of socialization in the school field; identifying how far the social
    representations that children possess aboutbeauty define their friendship groups. In
    this investigation we made a field research with qualitative approach and focus on the
    social historic.The technics used were direct observation, the drawing technic,
    storytelling and interviews in talking circles. The theoretical basis of the Social
    representations of Moscovici (2003) and Jodelet (2011). In the perspective of the
    childhood sociology, we get references from Sarmento (2011) Sirota (2011), Corsaro
    (2011). About the singularities and the ethic on the research with children we lean on
    Kramer and Santos (2011). Related to the beauty we get base on Eco (2017), Adorno
    (1970) Vigarello (2004) e Talon Hugon (2009). Related to the histoy of the childhood
    and the children’s education, we get references from Aries (1986), Kuhlmann Jr (2007),
    Heywood (2004).The technic of the analysis of data was the content analysis based
    on Bardin (2002) e Oliveira; Motta Neto (2011) meanly using the processes of
    categorization.The results of the research highlighted the fact that young children
    possess social representations of beauty and they assume the perspective of caring
    and attention which receive from the family, the affection in the human relationships,
    the body and the culture of consumption associated with owning things. The results
    also reveal that children anchor the social representations of beauty in the acceptation
    and rejection of themselves and the others, highlighting the white color, straight hair,
    thin body as objective aspects aimed by children. From thecorpus of the study, it was
    evidenced that these social representations of beauty built by young children, generate
    in many situations of exclusion of their peers in the context of early childhood
    education. It is necessary affirm the fact that in the whole research, we observed the
    value of the aesthetic and ethic sensibility, in all relations with the childhood and it was
    the children’s voices exalting the beauty of the family what sensitized us hugely
    throughout this work, becoming an invitation to the sensitive education, of caring and
    that could be capable of deconstructing social representations that have the purpose
    of excluding, to become the experiences of otherness in the childhood.

12
  • HADASSA QUEIROZ DE SOUZA DAMASCENO
  • Due to the complexity of teaching deaf children in regular schools, this research aims to analyze how it portrays the reality of deaf children’s educational process in the Brazilian context.

  • Líder : ANA PAULA CUNHA DOS SANTOS FERNANDES
  • Data: 21-dic-2020
  • Resumen Espectáculo
  • Introduction -This dissertation was developed in view of questions which were raised by professors in the area of Continuing Education offered by the Manaus Department of Education. Due to the complexity of teaching deaf children in regular schools, this research aims to analyze how it portrays the reality of deaf children’s educational process in the Brazilian context. In this context, it was necessary to identify which authors are used that support the discussion of teaching deaf children in the research identified in Capes' thesis and dissertation database; to identify the concept of deaf children in the research identified in Capes' thesis and dissertation database; to investigate which paths this theme has takenin the research identified in the bank of theses and dissertations of Capes in the scientific scope; and, to present how this educational process has occurred through the methodologies and pedagogical practices in the researches that were analyzed. Methodology -Documentary research, data collection survey of 11 dissertations and 3 theses registered in the Coordination for the Improvement of Higher Education Personnel in the years 2006-2017, going through an analytical process, where the documents were analyzed, critiqued and interpreted. Result-The authors who bring up the discussion about children appear as an important source, in order to understand both historically and socially what the child is like yesterday and today. It was found that new perspectives arise regarding the teaching of deaf children, teachers seek methodologies and techniques which enable them to achieve their goals, that is to teach the deaf child. When talking about the educational process of a deaf child, it was noticed that research is still very much focused on Sign Language, not that it is not important, because I understand that it is part of the process, however, it is still a long way from bringing the reality of the use of teaching methodologies and techniques in the classroom. Consequently, when analyzing the selected documents, I met with teachers who challenge themselves in the classroom in teaching and others who only adapt to what the system imposes, harming the learning process of the deaf child. ConclusionA deaf child still has a lot to achieve in terms of his/her teaching-learning process, that being included in a classroom does not imply being included in its entirety, but that as the child is given the opportunity to show up and to express him/herself , that reality can be changed

2019
Disertaciones
1
  • JARDINELIO REIS DA SILVA
  •  

     

    professional and personal trajectories of gay teachers and lesbian teachers

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 18-dic-2019
  • Resumen Espectáculo
  • This text shows the result of the research that had as objective to verify how homosexual teachers who make their sexual orientation public experience heteronormative school daily life, do they have to deal with homophobia and to what extent does this interfere with their pedagogical practices? Therefore, the object of study was the homophobia experienced by gay teachers and lesbian teachers in schools that reproduce heteronormativity in the municipal and state school systems of Castanhal-PA. The overall objective was to understand how homophobia is present in the professional and personal trajectories of gay teachers and lesbian teachers, given their coexistence with students, their families and co-workers in an environment that reproduces heteronormativity. And as specific objectives: a) Demarcate homophobia in the teacher's professional life story; b) Describe evidence of homophobia in the relationship between gay teacher / lesbian teacher and school community; c) To examine if, there is homophobia, how this violence influences the teaching pedagogical practices. As for the methodology, it had a qualitative approach focusing on the Social Phenomenology of Alfred Schutz (1979). Fritz Schutze's Narrative Interview (2013) was used as a method of gathering data. Data analysis was performed according to the Documentary Method developed by Mannhein (1964) and adapted by Bohnsack and Weller (2013). The main authors that problematize the theme of gender and sexuality in education are Foulcault (1988), Butler (2018), Borillo (2016), Louro (2014), Junqueira (2008) and others. Some results showed that homosexual teachers suffered homophobia throughout their life trajectory; whereas the relationship established with the school community also culminates in homophobic acts; and that the gay teacher and lesbian teacher, at some point, adapt their classes to talk about gender and sexuality as a way to combat prejudice and discrimination against homosexuals because they are people who do not fit heteronormativity.

2
  • DANIELLA ROCHA BITTENCOURT
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    “gênero, corpo e poder: visões de mundo de estudantes de educação física”

  • Líder : LUCELIA DE MORAES BRAGA BASSALO
  • Data: 19-dic-2019
  • Resumen Espectáculo
  • This dissertation whose title is “Gender, body and power: visions of the world of physical educations students” starts from the problematization of gender inequalities that permeate body practices and the way this is discussed or not in initial formation. It presents as a general objective to understand the way Physical Education students conceive the gender relations built in and by the corporal practices and, more specifically, to map their understandings about body in relation to the corporal practices related to the gender, to delineate the conception of these subjects about the role the teacher to confront gender inequalities imbedded in body practices and to discuss whether experiences in initial training influence students' understanding of gender relations. The research was developed from the field of gender studies, with Scott (2005), Piscitelli (2002), Rago (1998), crossed by the concept of power proposed by Michel Foucault (2014) in the field of post structuralism and finally intersected by Education, Louro (2007; 2011; 2014; 2018), and Physical Education with Altmann (2015). As a methodological approach, the qualitative approach was chosen, focusing on Social Phenomenology. As data gathering technique we used the Narrative Interview and for data analysis and interpretation we used the Documentary Method. In all, eight interviews were conducted with students regularly enrolled in the seventh and eighth semesters of the Physical Education Course of the State University of Pará, of which four were men and four women. Through the use of the Documentary Method of Interpretation, it was possible to reconstruct the meanings emanating from the narratives, which allowed us to arrive at three models that guide the students' conceptions about the gender relations implied in body practices, namely: women”,“ binary” and “equity”. The orientation model “situation of women” reveals an understanding of students about gender relations that are linked to the historical process of insertion of women in the spheres of public life and is linked to the understanding of women's struggle for the conquest of these spaces, including in the field of bodily practices and within the university. The second orientation model, “binaryism”, relates to the biologiciste understanding of male and female and believing that they are distinct and complementary poles and therefore should receive a distinct body upbringing. The third model, “equity”, presents a fissure movement in the biologicist understanding of body education and takes into account that bodily practices should be taught to all, sharing the understanding of a just education that presents content meaningfully. and without inequality. It is concluded that the disputes in the field of gender-related body practices are patent and that there is a tension between positions that believe that body practices are distinct for men and women and positions that seek an equalized Physical Education for all.

2013
Disertaciones
1
  • TALITA RODRIGUES DE SA
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    This present work is an investigation of the lexical-semantic in nature and of special and social variation nature, speaking residents of the Administrative District Mosqueiro

  • Líder : MARIA DO PERPETUO SOCORRO PEREIRA CARDOSO
  • Data: 05-nov-2013
  • Resumen Espectáculo
  • This present work is an investigation of the lexical-semantic in nature and of special and social variation nature, speaking residents of the Administrative District Mosqueiro - DAMOS. The same is justified by a lexicon mapping never before described in the DAMOS. Registering this semantic- lexical existence means to Show another kind of talk is that a local culture that should be recognized during the teaching of the Portuguese language. Thus, we start from the assumption that the lexical-semantic archives spoken by residents of DAMOS is different compared to the one proposed by Lexical - Semantic Questionnaire, Linguistic Project Atlas of Brazil (QSL: ALiB, 2001). The general objective of this study is to analyze the occurrences lexical -semantic in nature and of special and social variation nature, found in the speech of residents of DAMOS compared to the lexical-semantic archives of ALiB proposed by the project. The locus is the Administrative District Mosqueiro and selected points in linguistic research locus are five boroughs: Maracajá, Aeroporto, Murubira, Carananduba and Baía do Sol and five communities: Fazendinha, Caruaru, Itapiapanema, Santa Cruz and Mari - Mari. The research is composed of the following steps: identify lexis found in the speech of residents collected through QSL, distributed in 14 semantic fields based on social variables: gender, age and social class in two (2) subjects both sexes, by linguistic point; register in tables, lexis whose frequency was less than 75 % and not coincident with the proposal by QSL; cartographically document this corpus and analyze it according to quantitative and qualitative approach. The type of study is guided in geolinguistics, the mapping method used in studies of character dialectology. Inserts, therefore, in the field of three areas of the Science of language - linguistics Dialectology and Sociolinguistics. The results demonstrate that a universe composed of 196 (One hundred and ninety- six) issues, applied to twenty (20) individuais, two of each linguistic point, five districts and five communities of DAMOS, (90) issues, not match those proposed by QSL, and of these, only sixty (60) obtained frequency equal to or higher than 75%. Data interpretation notes that large variation lexical semantic and frequently below 75% of the corpus not enabled the development of a greater number of cards lexical. Thus, lexical - semantic features of the talk of the DAMOS are represented in sixty letters lexical, divided among 14 fields that represent the semantic lexicon and culture of the Administrative District Mosqueiro.

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