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
Comunidades
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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, Biblioteca escolar: possibilidades, limites e contradições(Universidade Federal do Oeste do Pará, 2025-12-18) CARDOSO, Juçara dos Santos; BRITTO, Luiz Percival Leme; https://orcid.org/0000-0001-6825-7927; http://lattes.cnpq.br/7025845426035988; http://lattes.cnpq.br/5710246887261690; CASTRO, Maria das Graças Monteiro; http://lattes.cnpq.br/4558338917302505; SANTOS, Zair Henrique; http://lattes.cnpq.br/0337926418959819; COUTO, Hergos Ritor Fróes de; http://lattes.cnpq.br/4185846607001228; BRASILEIRO, Tania Suely Azevedo; https://orcid.org/0000-0002-8423-4466; http://lattes.cnpq.br/7125374751055075School libraries are rare; most depend on individual initiatives and seem fragile and ephemeral. Although there is a curious consensus among teachers and researchers that they contribute, or could contribute, to the dissemination of knowledge essential to human development and the improvement of education, there is an extensive body of work that identifies their low effectiveness. this thesis sought to answer the question: “why is a school library so difficult to establish, if everyone agrees on its necessity?” To aim this end, two approaches were taken: the first, of conceptual nature, examined academic propositions and analyses, attempting to verify their foundations and how they propose the school library and why they do not find support in reality; the second movement, focusing on examining the paradox between the announced conception and the reality in which the school library is not or barely implemented, directed the research towards the Amazon region, particularly in western Para, considering the experiences of revitalization or creation of school or community libraries coordinated by the Grupo de Pesquisa, Estudo e Intervenção em Leitura, Escrita e Biblioteca na Escola (Research, Studies and Intervention group in reading, writing and literature at school) - Lelit, most of which, after a brief period of success, went into decline. 26 works were considered, including 16 direct acts of interventions and five observational studies. From the analyses and examination of concrete experiences, it is concluded that, although creating a library is possible (and necessary), it requires more than goodwill and individual initiatives. The difficulties are not limited to the absence of adequate physical spaces and collections, involving issues related to school dynamics, collective adherence and management commitment, as well as the very understanding of formal and non-formal education. By articulating theoretical reflections, empirical experiences, and formative trajectories, it was possible to understand that the difficulty in establishing and maintaining a school library reflects broad contradictions in the cultural and political dynamics themselves and in the ways of doing education, including the devaluation of culture, the reduction of the school to pragmatic functions, and the reproduction of inequality. in short, creating a library is a challenging task because the obstacles encountered are embedded in a societal model of accumulation and exclusion, which subordinates education, and consequently reading, to mercantile interests and the logic of efficiency and productivity.Item type:Item, Desenvolvimento profissional: grupo colaborativo como estratégia no processo formativo de professores que atuam em turmas multiano em escolas do campo(Universidade Federal do Oeste do Pará, 2025-07-10) SOUSA, Poliana Fernandes Sena e; ROCHA, Solange Helena Ximenes; http://lattes.cnpq.br/2111834686921552; https://orcid.org/0000-0003-0720-544X; http://lattes.cnpq.br/5650180196452525; REALI, Aline Maria de Medeiros Rodrigues; http://lattes.cnpq.br/3250195451890332; GOIS, Diego Marinho de; https://orcid.org/0000-0003-2654-4391; http://lattes.cnpq.br/3483785828928209; PANTOJA, Glauco Cohen Ferreira; http://lattes.cnpq.br/7959130432938834; MAFRA, José Ricardo e Souza; https://orcid.org/0000-0002-3629-8959; http://lattes.cnpq.br/0259347290921771This thesis investigates teacher professional development through a collaborative group as a formative strategy for teachers working in multigrade classrooms in the rural area of Belterra, Pará, Brazil. In this regard, the thesis aimed to understand the professional development process of teachers working in multigrade classrooms in rural education, developed within the context of a collaborative group. I argue that the establishment and development of a collaborative group with teachers from multigrade classrooms in the rural area of Belterra-PA enhances teacher professional development. Through a collaborative approach, the group reveals itself as a formative space that drives the re-signification of pedagogical practices. The thesis demonstrates that this formative model stimulates the confrontation of the challenges of teaching in Amazonian contexts. Teachers, by sharing knowledge and expanding debates on teaching practice, produce significant and profound understandings within multigrade territories. The research adopts a qualitative approach, based on narrative inquiry and Discursive Textual Analysis (DTA). The empirical field was Escola Polo Santa Terezinha, located in the Tapajós National Forest (Flona do Tapajós), involving six teachers working in multigrade classrooms, who participated in a collaborative group composed of eleven formative sessions conducted between 2023 and 2024. The analytical corpus was built from the formative sessions, participant observation, and narrative interviews. The analysis was carried out in three stages: unitarization, categorization, and metatext production. This investigation is grounded in the contributions of Marcelo Garcia (2009), who problematizes teacher professional development; Fiorentini (2012), who discusses collaborative groups; Tardif (2002), with his work on teaching knowledge and formative processes; and Hage (2012), who brings elements regarding the organization of multigrade classrooms. The methodology of Discursive Textual Analysis (DTA) follows Moraes and Galiazzi (2016). The main findings of the thesis show that the collaborative group served as a powerful environment for teacher professional development, promoting critical reflection, re-signification of actions, and the strengthening of teaching identity in contexts of geographic and institutional isolation. There was an emergence of knowledge produced through the articulation of discourse and educational practice. The formative sessions provided a space for sensitive listening, practice-based study, sharing of experiences, and collective production of pedagogical solutions. Moreover, the collaborative group established itself as a space for resistance and innovation, indicating possible paths for the professional development of teachers in multigrade classrooms in rural areas — territories historically neglected by public policies. Although progress has been made, the research also revealed weaknesses such as the lack of specific public policies for teacher education in multigrade contexts and limited institutional involvement in collaborative actions. Similarly, difficulties were observed in academic reading, consistency of meetings, and institutional engagement. The sustainability of the proposal is influenced by the recognition of collaborative groups as a formative strategy; the lack of external funding also limited the initiative.Item type:Item, “A lição sabemos de cor, só nos resta aprender” a brincadeira de faz de conta como eixo norteador das práticas pedagógicas na pré-escola: desafios e possibilidades(Universidade Federal do Oeste do Pará, 2025-08-25) VASCONCELOS, Jeyse Sunaya Almeida de; COSTA, Sinara Almeida da; http://lattes.cnpq.br/4985156340614183; http://lattes.cnpq.br/4472310370465431; ROCHA, Solange Helena Ximenes; http://lattes.cnpq.br/2111834686921552; MARCOLINO, Suzana; http://lattes.cnpq.br/4235351112811483; CRUZ, Rosimeire Costa de Andrade; https://orcid.org/0000-0003-2532-010X; http://lattes.cnpq.br/2741101989777106; LAUER-LEITE, Iani Dias; http://lattes.cnpq.br/0389466272108471The main objective of this research is to understand the challenges and possibilities of play as a guiding principle of the preschool curriculum, with an emphasis on pretend play. As a methodological approach, we chose to observe the pedagogical practice of a teacher in terms of organizing the educational social environment to promote pretend play, a guiding activity for preschool children aged 3 to 7 years. The study is based on the theoretical and methodological principles of the Historical-Cultural Theory (THC) of Vigotski and collaborators, recognizing the importance of the environment and the relationships established therein as factors of human constitution and development. In order to understand the object of study, we outlined some methodological paths for the investigation: the explanatory nature of the object studied, in search of its essence, avoiding immediate appearances, and the interventional-collaborative nature of the research, through continuing education and monitoring of the teacher's pedagogical practice throughout the year 2022. The data production strategies were structured around observation of the teaching practices of the teacher participating in the research, semi-structured interviews, a questionnaire administered to the children's families, analysis of documents such as the school's Pedagogical Political Project (PPP), and research on training. The data was recorded in a field diary, videos, and photographs. Overall, the research results revealed that the possibilities of making pretend play the guiding principle of pedagogical practices are “intrinsically linked” to the continuing education of teachers and the allocation of time, spaces, and objects reserved for children to play. The lack of these conditions poses challenges that compromise the effectiveness of this activity as the focus of teachers' actions in early childhood education, undermining essential premises, such as the concept of capable and participatory children and the understanding of play as an activity that, in addition to enabling children to enjoy their childhood, enhances a series of psychological processes. The possibilities arising from this understanding consist of: individual and collective monitoring of children's development; planning teaching activities with the collaboration of children, welcoming and considering their knowledge, interests, and needs; exercising recording as a self-training project, reflecting pedagogical practice; and intentional actions and interventions that contemplate development and respect young children in their best way of learning, giving due importance to play and children's creativity. More specifically, the research also revealed oscillating conceptions and practices of the participating teacher with regard to the object of investigation. Although she showed respect for the children's interests and needs, their freedom, and their childhood, she sometimes demonstrated practices with transmissive tendencies, focused on her commands and control of the class, aiming mainly at the children's cognitive development through directed and non-playful activities. When the children played, the teacher occupied herself with other tasks she considered more important, or simply “observed” the play without any intervention (exploratory period). We identified that toys/objects were always kept high up on shelves and were mostly given out as rewards for behavior deemed appropriate by the teacher or when she needed to fill some time in the routine. Continuing education, which we used as a strategy to improve the teacher's pedagogical practice, enabled important changes. She began to better “understand,” among other aspects of teaching practice, her role in guiding child development, as proposed by Vigotski. She began to plan for and with the children and to consider play as a pedagogical activity. Thus, we found that the process of teacher training, both initial and continuing, has been a major challenge to be overcome so that these professionals see themselves as intellectuals of their own practices, who play an important role in the human development of young children.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.