DSpace Coleção:
https://repositorio.ufopa.edu.br/jspui/handle/123456789/17
2023-10-07T16:03:18ZPercepções de professores de educação especial acerca de suas práticas com alunos surdocegos no interior da Amazônia
https://repositorio.ufopa.edu.br/jspui/handle/123456789/815
Título: Percepções de professores de educação especial acerca de suas práticas com alunos surdocegos no interior da Amazônia
Abstract: This research has the general objective of analyzing the contribution of Special Education to the education of students with deafblindness, made by Special Education teachers, from the state education network, in the municipality of Santarém-PA. From this objective, answer the following research question: in what way has Special Education contributed to the education process of deafblind students in Santarém, based on the reports of teachers? Also bringing as specific objectives: to characterize the forms of interaction pointed out by Special Education teachers during the process of education of deafblind people in Santarém; and to analyze from the speeches of Special Education teachers the practices developed with deafblind students. In order to carry out these objectives, this research is inspired by the Historical-Cultural Theory, by Vygotsky (1987; 1994; 1995; 1996; 1999; 2000) Luria (1996; 1998; 2007), Leontiev (1978; 1998), Baroque ( 2007; 2009), Martins (2009, 2011), Mello (2007; 2010; 2015) and Sierra (2010). Regarding the methodological procedures, the study in question can be characterized, first, as qualitative (MINAYO, 2002). An overview is made of the main existing researches and the analysis of bibliographic works on the subject, through a search carried out in the database of the Brazilian Digital Library of Theses and Dissertations - BDTD. Interviews with a semi-structured script applied with 10 teachers involved in the educational process of students with deafblindness were used. Analysis was carried out from the perspective of content analysis (BARDIN, 2011), with two categorizations: interaction and pedagogical practices. In the interaction category, the data described revealed that the teachers participating in the research seek to develop their interaction with the deafblind student through communication, using communication systems for the development of the student's language. communication facilitates the learning of students with deafblindness. In the pedagogical practices category, the reports of the teachers participating in the research show that they seek to respect the specificities presented by their students, considering, mainly auditory or visual remnants, acquisition or not of a language, and the various interactive forms for the development of communication. The analyzes indicate that these practices were developed, mostly without in-depth knowledge regarding the disability presented by their students, thus characterizing the lack of continuing education, which ends up promoting the risk of the execution of inefficient practices by educators, which can trigger impairments in the development of the individual with deafblindness.2022-01-01T00:00:00ZA Educação escolar em Fordlândia-Pa e a influência da Companhia Ford Industrial do Brasil - 1931 a 1945
https://repositorio.ufopa.edu.br/jspui/handle/123456789/813
Título: A Educação escolar em Fordlândia-Pa e a influência da Companhia Ford Industrial do Brasil - 1931 a 1945
Abstract: This study deals with school education in Fordland - PA, in the context of the validity of the Ford Industrial Project of Brazil in the Amazon (CFIB), from 1931 to 1945. The CFIB was created in 1927, with the purpose of initiating The plantation of rubber trees in a native environment, in the State of Pará, aiming to supply the auto industry of Henry Ford in the United States. A city was set up in the middle of the forest and named Fordland, with houses, sawmill, power plant, water supply system, leisure areas and a school. The problem to be answered with this research refers to the educational and practical conceptions resulting from the Fordland School Group. The objective is to understand and record the relationships with the political and educational changes of the period, seeking to understand the school's particularities and its relations with the CFIB and the State Government of Pará. This is a qualitative research in the case study modality, Methodological procedures, the use of images and videos from the web, collection and analysis of primary documentary sources, and interviews with three former students of Fordlândia School Group. It has as main references the works of Amorim (1995), Costa (2012), Dean (1989), Grandin (2010), Jackson (2011), Lourenço (1999), Maia (2002) and Santos (1980) Of historical aspects related to Fordlandia, and in the historical educational field: Aranha (2006), Coelho (2008), Ribeiro (2010), Pereira (2016), Romanelli (2007) and Xavier (2004). After collecting, analyzing and triangulating the data, the Fordland School Group, although public, attended only to the children of CFIB workers and, even though it was within the Fordlandia concession, was not controlled by the company, responding administratively and Pedagogically to the government of the State of Pará. The company provided school uniforms and other materials when requested, if present in solemn sessions and paid the teachers of the Group, which were sent by the State Department of Education and Culture. The presence of this educational institution was used as marketing and advertising, a means of attracting workers to the rubber plantations. However, school dropout rates were high. The practices developed were based on the traditional teaching chain, with the frequent use of palmat and sabatina, according to the learning that the teachers had received in the normal schools where they had graduated. The records found in books on the issue of correspondence, visitor impressions, student promotion, solemn sessions held, and enrollment records in the Fordland School Group archives were fundamental for the understanding of its unique aspects and for the objectives proposed in the Achieved.2017-06-28T00:00:00Z"É hoje que eu pego um peixão": brincadeiras, espaços, e frequência do brincar em uma instituição de acolhimento
https://repositorio.ufopa.edu.br/jspui/handle/123456789/808
Título: "É hoje que eu pego um peixão": brincadeiras, espaços, e frequência do brincar em uma instituição de acolhimento
Abstract: The objective of this work was to know how children in institutional care play in the Municipality of Santarém – Pará. The institutional welcoming space is considered an environment where different forms of child play take place, as well as a place where human development occurs. The participants were 05 children from five to twelve years old. As data’s instruments we opted for the socio-demographic data sheet, semi-structured individual interview script and observation scripts. Records of 5 minutes were made, totaling 300 minutes of systematic observation and 56 records of general observation of the institution. The results showed that 85% of the games occur in unstructured spaces, and 15% occur in structured spaces. Regarding the data obtained from general and systematic observations, it was revealed that symbolic play was the most frequent with 35, 85%, followed by construction play 28, 30%, physical exercise with, 21, 7%, turbulent with 7,5% and with rules, 3, 7%. A relationship was found between space and children’s play choices. In relation to the interviews, the children answered 15 questions about the routine and the playroom, evidencing in their speeches that they do not use the playroom as they would like, and even though they play in spaces that they would not like to play in the course of their daily lives. Therefore, this study contributes with empirical results on playing in a host institution, as well as elucidating the need for flexibility in the use of spaces for the occurrence of all forms of play. In addition, it is suggested that new policies be implemented in relation to the use of the toy library by all professionals in the institution, as well as the analysis and improvement of strategies that promote playing in the context of the institution.2020-11-16T00:00:00ZA trajetória da educação escolar ofertada para os jovens reassentados do RUC Jatobá no contexto da construção da (UHE) Belo Monte em Altamira no Pará
https://repositorio.ufopa.edu.br/jspui/handle/123456789/805
Título: A trajetória da educação escolar ofertada para os jovens reassentados do RUC Jatobá no contexto da construção da (UHE) Belo Monte em Altamira no Pará
Abstract: The actually study investigate the form, in which, happened the trajectory of school education to the woung of Urban Collective Resettlement Jatobá (UCR) in context of construction of Hydroelectric plant of Belo Monte. For this purpose, choose the EEEM Profª. Odila de Souza in municipality of Altamira, in Pará, with the proposite of to analyze the course of percurse educational given in new territory; understand the way of school education in new territory; detect the impacts socio educations among deriving of flooded villages. This is Pupils resellted of MEF CEPEC (finished in 2016), residents of Ambé river, registered on new school of middle school, implanted on time of Belo Monte. This study, come of memory of affectedes, through of the relates, with objective of present the mains geographic and cultural impacts influences in the current school context. The research is of modo qualitative (MINAYO, 1994; LAKATOS E MARCONI, 2012), first with revision bibliographic, empirical and documental: social indicators and educations; regulations made avaliable in sites; official documents of public (district and station departments); reports and documentations of analyzed schools. The study involves method of revision integrative (MENDES, SILVEIRA E GALVÃO, 2008) and oral narratives (ZUMTHOR, 1993, 2000; PORTELLI, 1997; POLLAK, 1989; LIMA, 2003), trajectory analyze (FREIRE, 2016; VEIGA, 1995; RAMOS et al 2014; PEREIRA, 2009), observation participant, realization of semi structured interviews. In this perspective, the main instruments of the data collection were inquest, interview (on-line) and present, being the participant: five teachers, one director, five and twelve pupils. Like that, the fadings, comprovated, starting from of deterritorialization, one educational process incipient, because: improvisation on organization of RUCs, linked the late political of implantation of publics political need and the sustentation for pupils’ ingress and remain in school. The memory’s demonstrated the cultural fragmentation of identification of impacted near the shocks happened for break of the customs, pleace and form of live; the trajected show the drop in fall in of quality of teaching and educational attainment of pupils, although the implantation of Projeto Mundiar. Like that, finished that: The territorial change from construction of big developments, with Belo monte, causing disruption on life of the resettled. Is recognized the effort and commitment of all the segments of the school community, although, the education given doesn’t were good, with the high school evasion index and down low exploitation, in school income of resettled, because inadequacy of constraints the company Norte Energeia. The changed of pupils fo EMEF CEPEC for EEEM Profª Odila de Souza don’t received the essential condition for that the outside agent’s education don’t influence the permanency of the pupils on school and don’t’ given the effectuation of the Political Pedagogical Project linked for the moment of transaction.2021-10-13T00:00:00Z