DISSERTAÇÃO DE MESTRADO - PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA

URI Permanente para esta coleçãohttps://tedebc-teste.ufma.br/handle/tede/2226

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Navegando DISSERTAÇÃO DE MESTRADO - PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA por Autor "ANJOS, Elisa Maria dos"

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    O currículo de Filosofia na educação básica do Instituto Federal de Educação, Ciência e Tecnologia do Maranhão: desafios e perspectivas da prática docente
    (Universidade Federal do Maranhão, 2019-08-06) HOMEM, George Ribeiro Costa; ANJOS, Elisa Maria dos; 006601387-94; http://lattes.cnpq.br/4070742029237223; ANJOS, Elisa Maria dos; 006601387-94; http://lattes.cnpq.br/4070742029237223; SEGADILHA, Delcineide Maria Ferreira; http://lattes.cnpq.br/4517242437763711; MENEZES, Marly Cutrim de; http://lattes.cnpq.br/0638846136714735
    This study deals with THE CURRICULUM OF PHILOSOPHY IN BASIC EDUCATION OF THE FEDERAL EDUCATION, SCIENCE AND TECHNOLOGY INSTITUTE OF MARANHÃO: challenges and perspectives of teaching practice. One research had as its general objective the proportion of curriculum resizing, through a product from curricular analyzes for the teaching of Philosophy in High School at IFMA - Santa Inês campus, based on the post-critical philosophical perspective. Therefore, beginning in the introduction, we situate a research. The following section discusses how the curriculum can be started as an instrument of power, based on Foucault's thinking about power relations, and how different modes of power are characterized. In the third section, consider the curriculum as a space for reflection, discussing the traditional Critical and Post-critical curriculum theories. Throughout the text, we present a discussion on the National Common Base Curriculum (BNCC), addressing the advances and challenges for curricular discussions in Brazil. In the fourth section, select an instance of the curriculum in IFMA, taking an approach to Vocational Education and the integrated curriculum within the Federal Institutes of Education, Science and Technology. In the last section, analyze and discuss the data collected throughout the research, pondering a classroom and ethos / philosophy issue, analyzing the perspectives and challenges of teaching from the post-critical analysis of the curriculum. To achieve this goal we have made a way for the teaching of philosophy. At this moment, the work proposal on a post-critical perspective is explained as an expedited instrument for teaching practice. Then, point to the process of reflection, analyze and discuss the dialogues experienced at the IFMA campus in Santa Inês, dialoguing about the research site. With the subjects and a classroom, we consider the place of intervention and the post-critical perspectives that can be experienced in the research. The research is quality, based on some steps of action research. To support this research, look for several sources that address the theme, especially as works by Foucault, Michael Apple, Jose Augusto Pacheco, Tomaz Tadeu da Silva, among others. To collect data, study official documents and semi-structured interviews with the research subjects. How were two classes of the 3rd year of high school. During a survey, the need to construct an educational model that could be able to create an attitude of change towards a saber and to train students able to break with the disciplinary power skills imposed by the engaged curriculum and adopt an posture of invention in the face of knowledge. Thus, based on these reflections, education is expected to be able to instruct much more disciplinary students, requiring remuneration or curriculum in these relationships.
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    Educação para a igualdade de gênero: desafios e perspectivas da ação docente na UEB Moranguinho
    (Universidade Federal do Maranhão, 2021-12-10) SOUZA , Letícia Régia Gomes; AMORIM, Elisângela Santos de; http://lattes.cnpq.br/3306324046955974; AMORIM, Elisângela Santos de; http://lattes.cnpq.br/3306324046955974; VALLE, Mariana Guelero do; http://lattes.cnpq.br/3306324046955974; MOTTA, Diomar das Graças; http://lattes.cnpq.br/2116765981459981; MARTINS, Marilda da Conceição; http://lattes.cnpq.br/8494018598780342; ANJOS, Elisa Maria dos; http://lattes.cnpq.br/4070742029237223
    This dissertation talk about Education for gender equality in the teaching action of male and female teachers. It aims to investigate the challenges and perspectives that male and female teachers and teachers face to develop an education in a perspective of gender equality between boys and girls, with a view to building a Book of Pedagogical Guidelines on the subject. It is a qualitative research of the action research type in interface with the critical-dialectical framework. As research participants we have a manager, a pedagogical coordinator and three teachers of the 1st year of Elementary School. We use the seminar as a research technique, for the mobilization and engagement of collaborators; and as data collection instruments we used semi-structured interviews. We used Content Analysis as a technique for interpreting the collected data. We found, with the support of the research collaborators, that the lack of inclusion of Gender and Diversity studies in Teacher Education; the conception of the parents; Cultural issues and Prejudice against Women are the main challenges that teachers and teachers face to develop an Education for Gender Equality. As well, dialogue and continuing education are the pedagogical strategies that will help teachers to face prejudice, discrimination and gender violence between girls and boys. The results of this investigation present indications for the urgency of the inclusion of the theme in the initial training courses of Pedagogy and the licentiates, as well as in the continuing education courses. It is worth mentioning that the findings perceived in the interviews were decisive for the construction of the themes discussed in the seminars held, because, in addition to valuing the listening that the data revealed, we also prioritized focusing on propositions that broke with the fear of working with gender relations, due to the lack of specific training. In view of the findings, we collaboratively build a Book of Pedagogical Guidelines in order to contribute to the inclusion of gender relations in teaching activities, in the fight against prejudice and gender inequality in the school context.