Sejam bem-vindos ao Poraquê, o Repositório Institucional (RI) da Universidade Federal do Oeste do Pará (Ufopa). Nosso objetivo é armazenar, preservar, dar acesso e visibilidade à produção científica em formato digital da universidade. O nome Poraquê é uma alusão ao peixe-elétrico da Amazônia, em que seu corpo é capaz de produzir pulsos elétricos, é dito, que enxergar no escuro, logo, possui autonomia energética, capaz de acender uma lâmpada
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- Comunidade das Monografias de Graduação e Especialização da Ufopa
- Comunidade das Dissertações e Teses da Ufopa
- Campus Alenquer, Campus Itaituba, Campus Monte Alegre, Campus Juruti, Campus Óbidos, Campus Oriximiná e Campus Rurópolis
- Santarém (PA)
Submissões Recentes
Item type:Item, Representações sobre Paulo Freire nas páginas da revista Catolicismo (1975-2008)(Universidade Federal do Oeste do Pará, 2023-07-05) SILVA, Silvio Lucas Alves da; FONSECA, André Dioney; https://orcid.org/0000-0003-0220-5117; http://lattes.cnpq.br/5794497383094905; http://lattes.cnpq.br/8484201834885724; SOUSA, Lademe Correia de; http://lattes.cnpq.br/5807964944454957The main objective of this paper is to analyze the representations produced by Catholicism magazine about Paulo Freire during the years 1975-2008. Founded by Plinio Corrêa, Geraldo Sigaud and Antônio Mayer in 1951, the magazine was the main means of communication of the Brazilian Society of Tradition, Family and Prosperity (TFP), being placed, since then, as the spokesman of the fight against Marxism, liberalism and rationalism. It was in this context that the magazine considered Paulo Freire as a red danger whose ideas should be combated. Thus, in this paper we analyze two moments in which Freire appeared more frequently in the journal: between 1975-1986, when the pedagogue gained international prestige for the success of his literacy method, applied at the time in African and Latin American countries; and between 2002-2008, a period in which the editors of the journal accused the government of Luiz Inácio Lula da Silva of building an education model based on Freire's ideas. For this investigation, we selected the seven issues published in Catholicism between 1975-2008 that made references to Freire, and used, as an analytical perspective, the notion of representation presented by Roger Chartier. As a result, we identified that Paulo Freire was considered in the pages of the magazine as the mentor of a literacy method that sought not only to teach young people and adults to read and write, but to form an obedient mass to the Marxist revolutionary thought, disseminating, on a large scale, communism and enabling the advance of antidemocratic projects in Brazil and Latin America.Item type:Item, Gestão escolar e a política indutora de educação integral no contexto amazônico: estudo em escolas municipais da região metropolitana de Santarém/PA (2013-2022)(Universidade Federal do Oeste do Pará, 2025-08-21) FERREIRA, Francinara Silva; SILVA, Andréia Ferreira da; https://orcid.org/0000-0001-9574-3808; http://lattes.cnpq.br/7044283534835116; COLARES, Maria Lília Imbiriba Sousa; https://orcid.org/0000-0002-5915-6742; http://lattes.cnpq.br/9671465461954562; https://orcid.org/0000-0002-9468-0662; http://lattes.cnpq.br/3680227989599566; CARDOZO, Maria José Pires Barros; https://orcid.org/0000-0003-0059-7006; http://lattes.cnpq.br/8700709425629023; QUARESMA, Edilan Sant’Ana; https://orcid.org/0000-0001-7838-783X; http://lattes.cnpq.br/6254159795883440; HORA, Dinair Leal da; https://orcid.org/0000-0002-3278-3914; http://lattes.cnpq.br/2705119184820662; PACÍFICO, Juracy Machado; https://orcid.org/0000-0003-0486-874X; http://lattes.cnpq.br/3051710228899281This work entitled – School Management and the Inductive Policy of Integral Education in the Amazon context: study in municipal schools in the Metropolitan Region of Santarém/PA (2013- 2022) – is linked to the Doctorate in Education in the Amazon (Associação Plena em Rede), of the Graduate Program in Education in the Amazon – PGEDA, Polo Santarém-PA, of the Federal University of Western Pará. Considering that, in the last two decades, policies related to the implementation of the proposal for integral education have been the subject of debates in Brazil, as it is evident the need to provide subjects with an integral education that enables the development of all its dimensions (intellectual, physical, emotional, social and cultural), the federal government instituted, in the country, the Inductive Policy of Integral Education, which materialized through Programs, such as Mais Educação (PME) and Novo Mais Educação (PNME), which aimed to foster the expansion of this modality of educational offer in Brazilian public schools. However, this proposal brought with it challenges for school management regarding its effectiveness in the educational space. This study was developed with a view to answering the following research problem: – How did the school manager act in the implementation of the Inductive Policy of Integral Education in the teaching units of the Metropolitan Region of Santarém/PA? Based on this questioning, we present the thesis that – "school management and educational policy are interrelated and can boost the effectiveness of the proposal of Integral Education in the teaching units of the Metropolitan Region of Santarém – PA". It aimed to analyze the manager's performance in relation to the Integral Education Inductive Policy (PIEI) in municipal public schools in the Metropolitan Region of Santarém/Pará, from 2013 to 2022. This is an investigation with a qualitative approach, based on bibliographic research (Paro, 1996, 1997; Ferreira, 2000; Cavaliere, 2007; Gadotti, 2009; Moll, 2012; Saviani, 2013; Arroyo, 2013; Lück, 2013; Colares, 2015; among others), documentary and field studies in three municipal public schools located in the Brazilian Amazon, in the Metropolitan Region of Santarém/Pará (RMS), composed of the Municipalities of Santarém, Belterra and Mojuí dos Campos, from which semi-structured interviews were conducted with three school managers. We infer that school managers face challenges from school administration, in addition to the impacts of living and acting in Amazonian territories where the State is sometimes absent or fragmented. The managers surveyed demonstrated different levels of conceptual and operational appropriation of the Inductive Policy of Integral Education, revealing both singularities and recurrences in management practices. The diversity of elements presented in this thesis reflects the complexity of the performance of school management in the implementation of the PIEI and points to the importance of the articulation between experience, training and conception of Integral Education and democratic management. Finally, we understand that the continuity and improvement of Integral Education in the public schools of the RMS require more than specific programs: they require public policies based on intersectoral planning, investment in training, adequate infrastructure and recognition of the school as a space for emancipation. Without this, there is a risk that inductive policies will be just discourses far from reality. It is in the praxis of managers, as demonstrated in this research, that the power to transform these policies into effective, inclusive and humanizing practices resides.Item type:Item, Colégio Santa Clara e as práticas para a educação feminina na primeira instituição para mulheres no município de Santarém-PA (1950 – 1997)(Universidade Federal do Oeste do Pará, 2025-03-28) SOUSA, Eli Conceição de Vasconcelos Tapajós; COLARES, Anselmo Alencar; http://orcid.org/0000-0002-1767-5640; http://lattes.cnpq.br/1107767923215438; https://orcid.org/0000-0001-8032-1709; http://lattes.cnpq.br/7256646406736257; MACHADO, Maria Cristina Gomes; https://orcid.org/0000-0002-7359-4562; http://lattes.cnpq.br/3874168724032825; FIALHO, Lia Machado Fiuza; http://lattes.cnpq.br/4614894191113114; DAMASCENO, Raimundo Alberto de Figueiredo; https://orcid.org/0000-0003-1620-6735; http://lattes.cnpq.br/6324178073896482; COLARES, Maria Lília Imbiriba; https://orcid.org/0000-0002-5915-6742; http://lattes.cnpq.br/9671465461954562This study examines the memory, history, and educational practices of Colégio Santa Clara, formerly the female Orphanage of the Congregation of the Sisters of the Immaculate Conception of the Mother of God, located in the municipality of Santarém-PA. To better contextualize the research subject, the study considers the circumstances of its conception and construction, its importance in the historical context of the time, and the discernible contributions to the life stories of the women who were part of this institution's journey in the early 20th century. The primary objective of this work was to analyze the educational formation within this Catholic confessional school institution, focusing on the educational trajectories of former female students who attended Colégio Santa Clara between 1950 and 1997. To achieve this, it was essential to record memories and verify how this education contributed to the overall education in the municipality of Santarém-PA. This is a qualitative research study, supported by documentary research, imagery, and oral sources. It involved collecting interviews about the lives and education of former students of the institution, as these interviews provided insight into the disseminated practices and the process of female schooling that took place at the educational establishment. The study considers historical-dialectical materialism as an indispensable method for analyzing and understanding history and its contradictions. The investigation primarily drew upon the studies and reflections of Alberti (2005), Algranti (1999), Almeida (2010), Bosi (1994), Saviani (2008), Fialho (2018), among others. For a better understanding of the specifics of local history, the research was supported by Colares M. (2005, 2011), Colares A. (2006), Bahlmann (1995), Barros (2010), Canto and Moura (2022), Couto (2019), and Flood (2013). As results, this thesis makes some revelations: 1) the strong presence of the Catholic Church's missionary work, specifically by German or North American Franciscan friars in the Lower Amazon region, influenced the organization of educational practices for the formation and education of women. 2) Colégio Santa Clara was the first institution established to train the pioneering female teachers of the region. 3)the formative experiences at Colégio Santa Clara inspired other educational practices in the organization of new institutions created in the municipality of Santarém and the surrounding region. 4) the aforementioned normal school, and subsequently the teacher training course, were organized following a national standard, both in their pedagogical and institutional frameworks. This highlights the social importance of this initiative, which contributed, to some extent, to the reduction of social inequalities, especially concerning generating educational opportunities for women and training teachers, thereby increasing educational offerings in the region. 5) the pioneering role of being the first institution dedicated to serving women during a time of significant obstacles, particularly financial and social resources, left a profound memory in the experiences recorded by former students, as well as in the formative experience received at the college. 6) between the years 1935 and 1997, the college trained 1,275 female teachers who went on to work in the city and rural areas of the municipality, as well as in neighboring municipalities. It is concluded, therefore, that female education is a striking factor in contemporary society and that the rise of women through teaching represented a significant achievement in the fight for gender equality, the opportunity to enter the job market and, with the expansion of intellectual training, the economic development of the municipality of Santarém was notable, which became a pioneer in the training of female professionals and social transformation.Item type:Item, Inclusão de crianças público-alvo da educação especial na educação infantil em Porto Velho-RO(Universidade Federal do Oeste do Pará, 2025-06-30) ARCANJO, Diana Campos Fontes; PACÍFICO, Juracy Machado; https://orcid.org/0000-0003-0486-874X; http://lattes.cnpq.br/3051710228899281; http://lattes.cnpq.br/9285413625064845; BARROCO, Sonia Mari Shima; https://orcid.org/0000-0002-4136-8915; http://lattes.cnpq.br/0910185283511592; RODRIGUES, Marlene; https://orcid.org/0000-0002-3030-6057; http://lattes.cnpq.br/8359994534766008; MESQUITA, Amélia Maria Araújo; https://orcid.org/0000-0003-4630-116X; http://lattes.cnpq.br/9074927290515299; JOHNSON, Luanna Freitas; https://orcid.org/0000-0002-1985-7800; http://lattes.cnpq.br/1359462097029959; ZUIN, Aparecida Luzia Alzira; https://orcid.org/0000-0002-5838-2123; http://lattes.cnpq.br/1584841068017210This thesis is linked to the Postgraduate Program in Education in the Amazon - PGDEA, Doctorate in Network Association (EDUCANORTE) of the Santarém Pole (Federal University of Western Pará and linked to the Federal University of Rondônia Associated) with the area of concentration being “Education in the Amazon: educator training, pedagogical praxis and curriculum.”This study focuses on the inclusion of children with Special Education (PEE) in Early Childhood Education in the municipal school system of Porto Velho, Rondônia. The research focused on the following questions: How do children with Special Education (PEE) access and remain in Early Childhood Education? What specialized and accessibility services are offered to support educational processes? Do these services meet the needs of these children and the educational work? How does intersectoral collaboration with other policies support educational practices and the child's comprehensive development?How does intersectoral collaboration with other policies support educational practices and the integral development of children? The general objective is to understand the processes of appropriation and implementation of Special Education in public Early Childhood Education schools in Porto Velho, Rondônia. The specific objectives are: a) to understand legal instruments and concrete conditions for inclusion in Early Childhood Education; b) to understand the support and dialogue services available to institutions, families, and health and social assistance policies provided by the municipal school system; c) to understand the progress and challenges of including the Special Education Target Audience in the municipal school system of Porto Velho, Rondônia; d) to discuss the processes of inclusion in Early Childhood Education, its possibilities, and challenges. A qualitative approach was used, with documentary analysis, semistructured interviews, and participant observation in Early Childhood Education classes as data collection instruments, with field diary records carried out between November 2022 and June 2023. The data were analyzed based on data triangulation and organized into three axes of discussion: the first - implementation of public policies for Special Education from an inclusive perspective; the second - important aspects of the inclusion of children with Special Educational Needs (PEE) in Early Childhood Education in Porto Velho; and the third - daily practice and aspects of the training of professionals in the Municipal Network of Porto Velho-RO.The thesis defended is that educational inclusion presupposes concrete conditions for its implementation, expressed in human resources, physical structure, and materials. Without the provision of such conditions, the weaknesses fall on the teacher, leaving the potential developmental experience that educational processes could provide to children in early childhood education unprotected. We believe that an intentional, planned, and organized process could bridge the gap between legislation and its implementation, resulting in a quality educational process for all children in Porto Velho.Item type:Item, Trabalho compulsório indígena na Amazônia do século XX nos relatos do Diário de Roger Casement(Universidade Federal do Oeste do Pará, 2021) LOPES, Lennon Silva; VIANA, Wânia Alexandrino; https://orcid.org/0000-0002-7106-3995; http://lattes.cnpq.br/3899154572393491; http://lattes.cnpq.br/0194695786015201; RODRIGUES, Gefferson Ramos; https://orcid.org/0000-0001-7699-7298; http://lattes.cnpq.br/2042915714485732; CASTRO, Anna Raquel de Matos; http://lattes.cnpq.br/7413403929645113This article seeks to address the exploitation of indigenous labor in the 20th century Amazon. It is an analysis of the reports in Roger Casement's diary, written during his trips to Brazil as British consul general in Putumayo, a border region of Brazil, Peru and Colombia. This expedition was initially intended to investigate illegal rubber extraction and the working conditions of British subjects hired in Barbados. However, Casement reported forced labor, killings and torture against indigenous peoples in service of the Peruvian Amazon Company. From this source, it is sought to understand dependencies, labor relations and the exploitation of indigenous labor in the functioning of the rubber extraction industry in various activities, it is argued that in this context there was a generalized naturalization of the exploitation of indigenous labor, and that the model of work identical to that of slavery remained alive in the most distant places of the region even in the 20th century, although historiography has paid little attention to indigenous work in the rubber economy in the Amazon.