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ANA CAROLINA DIAS SEMBLANO
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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
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Leader : MARTA GENU SOARES
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Data: 17 mars 2023
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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.
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2
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JOSUE DE CARVALHO CASSEB JUNIOR
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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
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Leader : LUCELIA DE MORAES BRAGA BASSALO
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Data: 27 mars 2023
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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.
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3
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FLAVIO MOREIRA DE PAULA
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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
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Leader : JOAO COLARES DA MOTA NETO
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Data: 29 mars 2023
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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
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4
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GABRIELA ESTHER NASCIMENTO DOS SANTOS
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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
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Leader : SERGIO ROBERTO MORAES CORREA
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Data: 30 mars 2023
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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.
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MILENE SUANNE NARCISO CORPES FARIAS
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Teacher Training: how the research teacher in music is being formed deals with the figure of the Research Professor in Music
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Leader : ANA PAULA CUNHA DOS SANTOS FERNANDES
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Data: 25 avr. 2023
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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.
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6
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JARLEANE DO SOCORRO BARBOSA DE MELO DOS SANTOS
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Fiesta de las Tribus Indígenas en la ciudad de Juruti/PA
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Leader : NAZARE CRISTINA CARVALHO
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Data: 26 avr. 2023
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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.
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ROSÂNGELA ALBÉLIA RODRIGUES RABELO
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CHILDREN'S EDUCATION IN THE COUNTRYSIDE: childhood perceived by children on the island of Cotijuba/PA.
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Leader : TANIA REGINA LOBATO DOS SANTOS
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Data: 4 mai 2023
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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.
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LEONAN BARBOSA MONTEIRO
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Education and Religion: scientific production in dissertations of the Graduate Program in Education at the State University of Pará from 2008 to 2021
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Leader : MARIA BETANIA BARBOSA ALBUQUERQUE
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Data: 8 mai 2023
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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.
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JOYCE KARINA LIMA ROCHA
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Un estudio sobre la inclusión de los/as alumnos/as con discapacidad en la EJA: percepciones y vivencias
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Leader : TANIA REGINA LOBATO DOS SANTOS
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Data: 11 mai 2023
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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.
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GLAISE DE NAZARE RAMOS BASTOS RODRIGUES
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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
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Leader : IVANILDE APOLUCENO DE OLIVEIRA
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Data: 15 mai 2023
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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.
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JEANNE LIMA OLIVEIRA
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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
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Leader : LUCELIA DE MORAES BRAGA BASSALO
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Data: 29 mai 2023
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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.
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TATIANE DE NAZARE RODRIGUES DA CUNHA
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Saber del río: el juego del niño quilombola de la comunidad de São Sebastián en el municipio de Acará/Pa
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Leader : NAZARE CRISTINA CARVALHO
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Data: 31 mai 2023
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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.
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KAREM MARIA GAIA MAUES
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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
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Leader : MARIA DAS GRACAS DA SILVA
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Data: 1 juin 2023
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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.
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NALTON RODRIGUES CAMINHA
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Alimentación y educación: movimientos de San Benito de la limosna en Bragança (PA)
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Leader : MARIA BETANIA BARBOSA ALBUQUERQUE
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Data: 5 juin 2023
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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.
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15
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JOELMA DA SILVA TRINDADE
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This study addresses the personal and professional life story of Maria do Monte Serrat Carvalho Quaresma, a black woman, writer, teacher and poet.
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Leader : MARIA DO PERPETUO SOCORRO GOMES DE SOUZA AVELINO DE FRANCA
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Data: 16 juin 2023
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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.
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16
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FLAVIA FERREIRA DOS SANTOS PINA
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Dissertation that deals with meaningful learning in the early years of elementary school.
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Leader : MARTA GENU SOARES
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Data: 22 juin 2023
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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.
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LUIZ AUGUSTO DE MORAES RAYOL
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A WEB PLATFORM FOR TEACHING PORTUGUESE TO THE DEAF AS A SECOND LANGUAGE
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Leader : PEDRO FRANCO DE SA
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Data: 27 juin 2023
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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.
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18
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LORENA ARERO ALBUQUERQUE MONTEIRO
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Theaching the Decimal Number System and aditive and multiplicative problems in the 5th year through experimental activities
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Leader : PEDRO FRANCO DE SA
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Data: 28 juin 2023
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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.
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ELIANE DO SOCORRO OLIVEIRA RIBEIRO
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Policies present, socio-educational indicators and scientific productions on Special Rural Education in the State of Pará
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Leader : ANA PAULA CUNHA DOS SANTOS FERNANDES
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Data: 30 août 2023
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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
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LUCILA LEAL DA COSTA ARAUJO
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EJA school curriculum in quilombola communities in the Amazon: advances and limits in affirming the recognition of ancestral territories. Dissertation
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Leader : SERGIO ROBERTO MORAES CORREA
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Data: 29 sept. 2023
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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.
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LILIANE DA SILVA FRANÇA CARRILHO
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From Prison to Education: conceptions about childhood, “minor”, crime and institutions in Belém do Pará (1890-1910)
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Leader : DENISE DE SOUZA SIMOES RODRIGUES
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Data: 2 févr. 2023
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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.
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HUBER KLINE GUEDES LOBATO
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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
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Leader : JOSE ANCHIETA DE OLIVEIRA BENTES
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Data: 24 mars 2023
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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.
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3
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FERNANDA REGINA SILVA DE AVIZ
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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
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Leader : TANIA REGINA LOBATO DOS SANTOS
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Data: 12 mai 2023
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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.
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DIA ERMINIA DA PAIXAO FAVACHO
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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
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Leader : JOSEBEL AKEL FARES
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Data: 16 mai 2023
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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.
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ANDERSON PORTAL FERREIRA
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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
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Leader : PEDRO FRANCO DE SA
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Data: 4 oct. 2023
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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.
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