Dissertation/Thèse

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2024
Thèses
1
  • IATA ANDERSON FERREIRA DE ARAÚJO
  • CONTINUOUS PROFESSIONAL DEVELOPMENT OF EDUCATORS IN SCHOOL-UNIVERSITY-SCHOOL COLLABORATION CONTEXTS IN THE WEST OF THE PARA AMAZON

  • Leader : SOLANGE HELENA XIMENES ROCHA
  • MEMBRES DE LA BANQUE :
  • DARIO FIORENTINI
  • IRANI LAUER LELLIS
  • JOSE RICARDO E SOUZA MAFRA
  • MARIA DE FATIMA MATOS DE SOUZA
  • SOLANGE HELENA XIMENES ROCHA
  • TEREZINHA VALIM OLIVER GONÇALVES
  • Data: 15 févr. 2024


  • Afficher le Résumé
  • The dialogue between university and school, to a large extent, was/is marked by vertical relationships. In order to deconstruct the relational perspective, the Formazon/ICED/UFOPA collective is in a movement to establish horizontal and democratic relationships with the partner schools of basic education, within the scope of the institutional projects developed. The present doctoral thesis project aims to analyze the processes of continuous professional development in the context of school-university-school collaboration in the West of Pará Amazon, within the scope of this collective in order to answer the following question: in what terms do university-school collaboration practices school are inductors of changes in educational practices and professional development of educators/collaborators involved in collaborative university-school partnership projects, in the West of Pará Amazon? Its investigative context is the collaboration practices developed within the scope of Formazon Projects, where I defend the thesis that: The experiences of school-university-school collaboration developed within the scope of Formazon projects, constituted in spaces and times of formation guided by democratic relations, horizontalized and inclusive, are inductors of continuous professional development processes, oriented towards the re-signification of educational practices. The research is qualitative in nature and is epistemologically delineated to Narrative Research (CLANDININ; CONNELLY, 2011). The research participants will be project collaborators, such as: educators from partner schools and the university, undergraduate and graduate students. In the research data production process, we will use the following instruments, named by field texts: documents, field notes, research diary, interviews and photographs. Considering the analytical process of the empirical material, it will be carried out through Discursive Textual Analysis (DTA) (MORAES; GALIAZZI, 2016), supported by the IRaMuTeQ software. The preliminary spiral interpretive movement concerning the analyzed field texts related to section 3, revealed the existence of alignment between objectives and methodological organization throughout the development of the projects, which unfold into a set of inducing school-university-school practices of spaces-time for continuous professional development processes, which in the university context involves: academic writing learning and development of training cycles; and in the school, it mobilizes: Scientific training practices in partner schools, Organization of school scientific events, University-school integration circuit and, Implementation of the Digital Science and Technology Club. In summary, I understand that the school-university-school collaboration practices, constituted as processes of continuous professional development, have provided diversified and unique training experiences with the potential for transforming educational practices in/of the partner schools of the Formazon projects, in the West of the Pará Amazon.

2
  • MANOEL EDNALDO RODRIGUES
  • xxx

  • Leader : ANSELMO ALENCAR COLARES
  • MEMBRES DE LA BANQUE :
  • ANSELMO ALENCAR COLARES
  • EVANDRO LUIZ GHEDIN
  • MARCO ANTÔNIO DE OLIVEIRA GOMES
  • MARIA JOSÉ PIRES BARROS CARDOZO
  • ROSILENE LAGARES
  • SAMUEL PANTOJA LIMA
  • Data: 29 févr. 2024


  • Afficher le Résumé
  • This thesis brings the results of research related to a more comprehensive study, through which a portrait of schools that are distinguished by operating in floodplain regions is being produced. Its object is the educational policies aimed at these schools in the interior of the municipality of Santarém in Pará. Historical-Critical Pedagogy and Historical-Dialetic Materialism constitute the theoretical supports of this study, which sought to answer: how the differentiated school calendar for floodplain schools is it contextualized in the policy of the Municipal Department of Education and Sports (SEMED) in light of the current social, political, economic and cultural contexts? The general objective of this research is to understand the nature of the differentiated school calendar for floodplain schools in relation to the regular calendar, in the face of hegemony disputes and against hegemony of corporate projects, times, spaces and their influence on educational processes, to serve students who aspire verticalize knowledge, considering the process of inclusion of education as a whole, within the Amazon. The justification for this research is given by the specificities of both the environment and the implementation of school education. Its social and educational relevance consists of giving visibility to the ways of being and living of residents and students in this Amazonian environment, contributing to struggles, projects and public policies in tune with their needs. The methodological procedures included bibliographic review, survey and systematization of documents, oral sources and carrying out an educational-cultural competition to gather the largest volume of information with more reliability. In this way, we sought to understand the educational process, the advances and setbacks, with the school calendar as a central point in the analysis as a public educational policy to meet the singularities of the floodplain. The results demonstrate that the differentiated school calendar was important at the beginning of its implementation, in the 1970s, due to the precariousness of schools, but over time, after the improvements implemented, it became an embarrassment to the school community, due to divergence of the school year in relation to the regular school calendar. This study also revealed one of the biggest contradictions of the calendar, given that over the years it has become an instrument of late exclusion of students from the floodplain. As a result, instead of progress, the calendar became a step backwards, so that one hundred percent of floodplain school managers defended its unification with the regular school calendar. Furthermore, other elements achieved and identified by this research may serve as a source for other researchers interested in the topic, in addition to bringing contributions to the emergence of new discussions about specific and differentiated school education in rural communities in the Amazon of Pará. Therefore, suggestions are suggested for making improvements to achieve quality education, materialized by the institution of a specific State public policy aimed at meeting the universality of these schools in the interior of Brazil and to be implemented by the federal government in line with States and Municipalities.

     

    xxx

3
  • ELENISE PINTO DE ARRUDA
  • IMPLICATIONS OF MANAGERIALISM IN THE MANAGEMENT OF FULL-TIME EDUCATION:

    A STUDY IN THE MUNICIPAL SECRETARIAT OF SANTARÉM/PA (2005 -2020)

  • Leader : MARIA LILIA IMBIRIBA SOUSA COLARES
  • MEMBRES DE LA BANQUE :
  • DORA MARIA RAMOS FONSECA
  • ANSELMO ALENCAR COLARES
  • EDILAN DE SANT ANA QUARESMA
  • FLAVIA OBINO CORREA WERLE
  • MARIA LILIA IMBIRIBA SOUSA COLARES
  • ROSILENE LAGARES
  • Data: 29 févr. 2024


  • Afficher le Résumé
  • This paper is a partial result of a doctoral research that deals with the management of full-time education in the municipality of Santarém/Pará. Its general objective is to analyze the management of full-time education implemented by Semed in this municipality and its developments regarding the implementation of the New Public Management. The methodological path is based on the historical-dialectical materialist conception, covering in the first moment the survey and theoretical study.  Then - and still in progress - the documentary research with the collection, for later analysis, of institutional documents, especially those from the Ministry of Education and the Municipal Department of Education of Santarem. Data collection also occurs with consultations on public portals and other available channels (Inep, Transparency Portal of the Santarém City Hall, PNE Observatory, IBGE, databases on integral education in higher education institutions, and others). The partial results show that the New Public Management is a consequence of the restructuring of the state in the face of changes in the capitalist mode of production, which demanded a new form of public service administration, and was characterized as the introduction of principles and methods of private management in public management. In Santarém, it was identified that: full-time education materializes in the format of extending the school day through three full-time schools and the full-time student enrolled in complementary activity schools (environmental education and arts) and/or in federal government programs, the extinct Programa Mais Educação and Programa Novo Mais Educação; there is currently no municipal program for funding full-time schools; the percentages of schools and enrollments in full-time education are below the targets set by the National Education Plan (2014-2024) and the Santarém Municipal Education Plan (2015-2025). Other elements and categories of investigation are in progress, which should give rise to new results and analyses in the course of the research under construction.

     

4
  • CLAUDINEI FRUTUOSO
  • EDUCATIONAL POLICY AND SOCIOECONOMIC OCCUPATION IN RONDÔNIA: FROM THE MULTIGRADE SCHOOL TO THE POLO SCHOOL IN MACHADINHO D’OESTE

  • Leader : ANTONIO CARLOS MACIEL
  • MEMBRES DE LA BANQUE :
  • ANSELMO ALENCAR COLARES
  • ANTONIO CARLOS MACIEL
  • ARMINDA RACHEL BOTELHO MOURÂO
  • EVALDO PIOLLI
  • JOSEMIR ALMEIDA BARROS
  • MARIA LILIA IMBIRIBA SOUSA COLARES
  • Data: 1 mars 2024


  • Afficher le Résumé
  • The socioeconomic occupation of the Amazon historically presents three periods: the first, called Colonial, which runs from 1616 to the mid-19th century (Benchimol, 1977; Maciel, 2012); the second, identified as Seringal, runs from the mid-19th century to the end of the second decade of the 20th century (Benchimol, 1977; Maciel, 2012); the third, called Urbanization of Cabocla Culture, goes from the beginning of the 20th century to the present day. This period, however, is subdivided into before and after the National Integration Plan (Maciel, 2012): in the first case, it is just the urbanization of cabocla culture; in the second, not only from it, but also from the processes of socioeconomic occupation of the Amazon by sociocultural formations from other regions, particularly the South of the country (Maciel, 2004). Rondônia finds itself in exactly the latter case, as the state's socioeconomic occupation derives from the National Integration Program – PIN and the Amazon Agricultural and Agromineral Hubs Program – POLAMAZÔNIA and, consequently, from the municipality of Machadinho d'Oeste (Becker, 1990; Oliveira, 2010). This municipality, established in 1988, emerged from the Machadinho Settlement Project, created in 1982 and, due to the speed of the process of transforming the Settlement into a Municipality, it is possible to measure the intensity of the sociocultural and economic transformations carried out in the region (Becker, 1990). Based on this, this thesis aims to explain how capitalist expansion in Rondônia and its economic-social, cultural and pedagogical impacts were decisive in the transformation of multigrade schools into hub schools in the municipality of Machadinho d’Oeste? To answer this question, in the bibliographic research, historical-critical analysis was used (Saviani, 2003; Maciel and Braga, 2008; Maciel, 2023). This analytical technique is methodologically based on historical-dialectical materialism (Marx, 1996, 2008; Netto, 2011), which guided the application of the multifactorial survey and the observation of social phenomena on an empirical basis, which resulted in the following results: a) the creation of multigrade schools accompanied the land occupation process, reaching the peak of expansion in the phase of consolidation of permanent crops between 1990 and 2000; b) as permanent crops lost area to livestock, multigrade schools were replaced by Polo Schools; c) at the present time the reduction of the livestock area to that of agribusiness; d) the educational policy for rural areas was consolidated in the permanent crops phase with the provision of school education via multigrade schools serving the initial grades. With the demand for continuity of studies and the increase in livestock area, the multigrade school loses space and is replaced by Polo Schools.

5
  • GILSON PEDROSO DOS SANTOS
  • DIGITAL TECHNOLOGIES AND COMPUTATIONAL THINKING AS THEORETICAL-PRACTICAL SUPPORT IN INITIAL TEACHER TRAINING

     
  • Leader : JOSE RICARDO E SOUZA MAFRA
  • MEMBRES DE LA BANQUE :
  • DAISE LAGO PEREIRA SOUTO
  • GILSON CRUZ JUNIOR
  • IDEMAR VIZOLLI
  • JOSE RICARDO E SOUZA MAFRA
  • PEDRO FRANCO DE SA
  • SOLANGE HELENA XIMENES ROCHA
  • Data: 25 mars 2024


  • Afficher le Résumé
  • Technologies occupy more and more spaces in modern life, transforming human relationships in education, work, communication, among other aspects. Therefore, it is important to discuss the role of these artifacts in society and how they should be used, especially considering the educational challenges of the Amazon. Thus, this work aims to investigate how Digital Technologies (DT) and Computational Thinking (CP) can be articulated as a theoretical-practical support for Initial Teacher Training in the Amazonian context. To this end, the studies were based on theorists such as: Freitas (2008, 2010) on Digital Technologies; Wing (2006, 2009), Blikstein (2008) and Brackmann (2017) regarding Computational Thinking; Teacher Training in the view of Gatti (2016) and Nóvoa (1992); Teles (2017) and Silva and Mascarenhas (2018) about Education in the Amazon, among others. This is qualitative, exploratory research, in which two training courses are proposed, CF1 and CF2. CF1, developed in a class on the Degree in Educational Informatics, worked as a pilot test to validate the proposal of ten activities, in which we sought to articulate content related to DT and PC with content on Teacher Training and Education in the Amazon. For the CF2 course, the necessary adjustments were made, according to the results of the pre-test, and applied with graduates of some degrees from the Institute of Educational Sciences at the Federal University of Western Pará. Furthermore, the courses served to propose propositions on how the emancipatory use of DT and the principles of CP can be developed in initial training, considering the Amazonian context. As results, it is worth highlighting: validation of the importance of training teachers capable of using technologies in an emancipatory and inclusive way, and not alienating; the possibility of applying CP principles by teachers in training in the teaching and learning process; the development of an initial theoretical construct as a basis for epistemological action for Initial Teacher Training, among others.

     
6
  • MARCIO DARLEN LOPES CAVALCANTE
  • EDUCATING FOR INFORMATION: THE IMPORTANCE OF TRAINING TEACHERS IN MEDIA EDUCATION AND IN THE FIGHT AGAINST DISINFORMATION

     
  • Leader : JOSE RICARDO E SOUZA MAFRA
  • MEMBRES DE LA BANQUE :
  • JOSE RICARDO E SOUZA MAFRA
  • LEILA DO SOCORRO RODRIGUES FEIO
  • LETICIA SANCHES SILVA
  • SERGIO AMADEU DA SILVEIRA
  • SOLANGE HELENA XIMENES ROCHA
  • Data: 28 mars 2024


  • Afficher le Résumé
  • In an environment of extreme polarization, "Fake News", disinformation and misinformation, underpinned by the structuring information systems of large digital technology platforms, individual opinion ends up taking the place of the news, and even though it is paradoxical to perceive greater freedom of expression for citizens, at the same time it provokes reflections on its limits, making it increasingly necessary to discuss the importance of Media Education within teacher training environments. The research in question problematizes how to train teachers to mediate teaching and learning processes, guided by the context of Media Education, that understand, identify and combat disinformation. The aim of this thesis is to discuss an approach to initial teacher training in ME, implementing and analyzing pedagogical practices that incorporate strategies to combat disinformation, with students on degree courses at the Federal University of Western Pará - UFOPA. As the research is guided by the development of practical solutions, the methodological approach proposed is Design Based Research - DBR, which is a method based on the epistemology of Design Science and Design Science Research, also aligned with the Theory of Psychological Inoculation as a possible path for this implementation. The results of the research show that teachers in initial training are unfamiliar with the concept of Media Education, but when these future teachers come to understand it, they become able and willing to incorporate it into their teaching practices. In addition, we consider it feasible to implement Media Education from a transversal perspective, confirming that teachers have difficulties in identifying true and false information, due to the complexity of the phenomenon of disinformation and that the use of digital games, based on the Inoculation Theory, contributes to teachers understanding the main approaches to psychological persuasion, developing psychological "immunity" against online disinformation.

     
7
  • GILVANIA PLÁCIDO BRAULE
  • Pan-Amazon Ecouniversity: ecoculturality And Human-Ecological Context With Inc-Ufam Graduates

     
  • Leader : TANIA SUELY AZEVEDO BRASILEIRO
  • MEMBRES DE LA BANQUE :
  • CLARIDES HENRICH DE BARBA
  • EGESLAINE DE NEZ
  • EVANDRO LUIZ GHEDIN
  • JUCIENE RICARTE APOLINÁRIO
  • SUELY APARECIDA DO NASCIMENTO MASCARENHAS
  • TANIA SUELY AZEVEDO BRASILEIRO
  • Data: 5 avr. 2024


  • Afficher le Résumé
  • This Letter-Thesis on Education in the Amazon dared in its general objective to build a Pan-Amazonian EcoUniversity theory with cultural, socioeconomic and environmental foundations together with undergraduate graduates (2010-2023) of the Institute of Nature and Culture (INC) of the Federal University of Amazonas (UFAM), located in the Alto Solimões microregion on the border of Brazil, Peru and Colombia. To achieve this, we achieve specific objectives: i) create an epistemology that considers the biocultural being in its social, environmental and cultural practices and a theory of education for indigenous and non-indigenous living well; ii) develop a research method considering feeling/cosmofeeling, knowledge/cosmovision and living well/well-living; iii) verify the recognition of indigenous people and ethnic and sociocultural diversity in official documents related to the topic; iv) know and analyze the personal, ethnic, academic-professional profile of undergraduate graduates, and their perceptions, impressions and perspectives regarding Higher Education and the University; v) develop an EcoUniversity concept with the productions of ecocultural workshops. This qualitative case study deals with a transdisciplinary object, with critical-decolonial bases (FREIRE, 1969; WASH, 2015), contextual meta-epistemology (VARGAS, 2022), philosophy of complexity (MORIN, 2000), philosophy of good living ( ACOSTA, 2016; KRENAK, 2000) and ecoculturality (BRAULE; BRASILEIRO, 2021). The human-ecological fabric method created in this Doctoral Thesis guided the bibliographic, documentary and empirical study from the premises of ecoculturality. The field study took place in two phases: 1st) application of the survey I questionnaire to the population of 1,321 graduates with 453 respondents, generating an initial sample; 2nd) application of a survey II questionnaire, conversation circles, semi-structured interviews and ecocultural workshops with a sample group of 28 participants from the respondents, using inclusion/exclusion criteria, with course equivalence, indigenous and non-indigenous and gender. They perceive their University as a field of multiple beings and knowledge, however, it still needs to listen to and value local knowledge; also conceptualize Ecouniversity as an Ecocultural University of multiworlds in cultural, environmental and epistemic connections. Thus, we defend the Thesis of the Pan-Amazonian Ecouniversity as a field of Higher Education and Sciences with the mission of cultivating knowledge in ecocultural relationships for “living well” and “living well” among the people that constitute it.

     
2023
Thèses
1
  • HECTOR RENAN DA SILVEIRA CALIXTO
  • THE INCLUSION OF PEOPLE WITH DISABILITIES AND SPECIAL EDUCATION: STRINGING AND MAPPING DIALOGUES WITH DIFFERENCE AND THE DIFFERENT

  • Leader : TANIA SUELY AZEVEDO BRASILEIRO
  • MEMBRES DE LA BANQUE :
  • TANIA SUELY AZEVEDO BRASILEIRO
  • José Damião Trindade Rocha
  • IVANILDE APOLUCENO DE OLIVEIRA
  • AMÉLIA ESCOTTO DO AMARAL RIBEIRO
  • FLÁVIA FAISSAL DE SOUSA
  • Data: 12 mai 2023
    Ata de defesa assinada:


  • Afficher le Résumé
  • Difference is present in society in all subjects, expressed in bodies, cultures, languages and relationships. In special education studies, the themes and contents of the inclusion of people with disabilities reveal different perspectives regarding the presence of these students in regular classrooms. Thus, it presents itself as a problem: what is revealed in the studies of Special Education and Inclusion of People with Disabilities (SEIPWD), considering the difference as a theoretical construct and its academic-regional insertion? The objective is, in general, to analyze the theoretical construct difference in the studies of SEIPWD seeking to reveal its academic insertion in the North region. Specifically: a) build the state of knowledge of the SEIPWD in the Journal Portal of the Coordination for the Improvement of Higher Education Personnel (Capes) (2006 - 2021); b) develop indicators for mapping and analysis of scientific articles in a bibliographic portfolio; c) unveil and examine the dialogue between Special Education studies and the theoretical construct “difference” in the Inclusion of People with Disabilities in the North region; d) create the “twisting” of themes and approaches to identify existing contributions and gaps in these studies, from the looks of bricolage and cartography; e) reveal in empirical studies, based on the difference construct, a possible praxis aimed at the inclusion of people with disabilities; and f) propose a cartographic plot of the difference construct in the North region announcing its paths and actors. Bricolage and cartography are used as a methodological basis, with strategies for producing data on the state of knowledge, using the SSF method, bibliometric and content analysis. The bricouler carried out weaving movements, creating dialogues between himself and the theoretical construct of difference, resulting in: 1) dialogic braid, for initial theoretical support and feedback during the braids, theoretically expanding and deepening the researcher I; 2) index braid, pointing to disparity between the number of studies in the North region and in other regions of the country, even though it presents the highest rate of increase in stricto sensu postgraduate courses and doctorates, revealing potential for growth and the existence of scientific “critical mass” for the theme in the region; 3) thematic braids, with types of studies balanced between theoretical and empirical, with emphasis on the second, boosting the construction of new knowledge directly from reality and propositions for change. However, there is a “shy” presence of praxis suggestions for acting in an inclusive perspective, focusing on understanding the inclusion process; 4) analytical braids, emphasizing the emphasis given to respect and acceptance of differences, indicating these as precursors of inclusive actions, however, they reveal a “mix” between the concepts of diversity and difference, which may make the differences of people with disabilities invisible. Also, theoretical treatment approaching essential aspects, such as normality, alterity and vision of the diversity of cultures and contexts; 5) epistemic braid, pointing to a critical look, but with little proposal for transformations, considering inclusive training and praxis. Thus, the theoretical construct of difference in studies on SEIPWD in the North region is supported by a post-modern look, close to the post-structuralist perspective of cultural studies, assuming the Other as a radiating element of theoretical reflections and praxis.

2
  • GLAUCILENE SEBASTIANA NOGUEIRA LIMA
  • xxx

  • Leader : MARIA LILIA IMBIRIBA SOUSA COLARES
  • MEMBRES DE LA BANQUE :
  • MARIA LILIA IMBIRIBA SOUSA COLARES
  • ANSELMO ALENCAR COLARES
  • EDILAN DE SANT ANA QUARESMA
  • ROSILENE LAGARES
  • PAULINO ORSO
  • MARIA DE FÁTIMA MATOS DE SOUZA
  • Data: 5 déc. 2023
    Ata de defesa assinada:


  • Afficher le Résumé
  • The study aimed to analyze the actions that induce integral education implemented in the municipality of Belterra/PA in the period from 2009 to 2020. Education here is understood in the historical movement of society and in the perspective of Historical-Critical Pedagogy (PHC). In the methodological procedures, the survey was carried out, followed by the analysis of studies that discuss public educational policies and the relationship of educational times and spaces related to Integral Education. Documentary analysis for the appropriation of the theoretical aspects of the policy, the organizational structure, the financing, the technical-pedagogical, institutional, operational and legal structure of the programs and projects of the actions that induce integral education through legislation, plans (national and municipal), documents from the public domain, statistical data, census, available on MEC websites,  from Inep, IBGE, reports from Fapespa, the PNE Observatory, Todos pela Educação, Educacenso. The empirical documentary research revealed that in Belterra the More Education Program (PME) was implemented in 2012 and, as of 2016, the New More Education Program (PNME) contradicts one of the characteristics of education, since, for learning to happen, continuity is necessary. Integral education is developed in the municipality of Belterra through specific actions, aimed at elementary school II (5th to 9th grade) working from the perspective of extending the time the student stays in school, without taking into account the real organizational, pedagogical and structural conditions of the reality in which it is inserted, thus hurting the precept defended by PHC,  that education, in order to be comprehensive, must take place in all stages of the individual's schooling in a continuous and permanent process, in which the extension of time needs to consider the expansion of the formative precepts. We believe that integral education cannot be limited to specific actions and without the support of a pedagogical theory. In this sense, we defend the following thesis: Integral education requires permanent actions and the support of a pedagogical theory. Thus, historical-critical pedagogy, by focusing on omnilaterial and emancipatory education, constitutes an alternative for the realization of integral education. The results show that the programs that induce full-time education in the municipal public network of Belterra present a lack of continuity in actions and the absence of a pedagogical theory that can lead to an integral education in the perspective of emancipatory, omnilateral education, as announced by the Historical-Critical Pedagogy. In this way, we believe that it is possible to overcome the gaps, with the implementation of a public policy focused on integral education, in addition to the extension of the school day. And in which PHC constitutes a reference for the actions developed from the programs.

     

2022
Thèses
1
  • NARA CLAUDIA ALVOREDO DA CRUZ
  • Reading Proficiency in Basic Education in Brazil and Portugal: a comparative analysis based on the results of the International Student Assessment Program
  • Leader : MARIA LILIA IMBIRIBA SOUSA COLARES
  • MEMBRES DE LA BANQUE :
  • EDILAN DE SANT ANA QUARESMA
  • ANSELMO ALENCAR COLARES
  • JOSE MANOEL SANCHES DA CRUZ
  • ANA MARIA ANJOS ROMBA RODRIGUES DA COSTA
  • MARIA INES MARTINS GOMES DE VASCONCELOS
  • Data: 18 nov. 2022


  • Afficher le Résumé
  • This study discusses the comparative visualization of the performance of Brazilian and Portuguese students in reading literacy in PISA assessments. The two countries operate the results as instruments for measuring educational quality. Between 2009 and 2018 we considered the time frame in this investigation. The research aimed to analyze the relationship between the PISA results in reading literacy in Brazil and Portugal, with the processes of educational improvements related to reading, in these countries. Data collection, in Brazil, covered consultations available on public portals, from Inep (official PISA reports), from QEdu Redes (Brazil), on the website of the School Census, the Federal Constitution of 1988, IBGE, LDB/96 , the PNE/2014 and in Portugal, the Ministry of Education and Science, the IAVE (official PISA reports), the OECD and others. It is an exploratory research (Gil, 2002), with bibliographical methodology. Theoretically, to reflect on reading and its different conceptions, we rely on Koch (2009), Elias (2009), Marcuschi (2008), Pelandré (2005), Carvalho (2011), Ferreiro (2010), Solé (1998) , Kleiman (2000; 2003), Geraldi (1997; 2006), Freire (2003), Soares (2008; 2009) and others. The option for the comparative method is justified because comparative education promotes an evaluative and prospective nature, favoring a more efficient identification in comparison of objects (Ferreira, 2008). We found that both Brazil and Portugal advanced in the scoring of reading scores in 2009 and 2018. We evidenced that the results of the last PISA, in Brazil, half of the evaluated students still did not reach the basics for reading comprehension, about 50% are in the level 2 of the reference matrix and in Portugal, 80% of students reach at least level 2 and with clear advances towards level 3. Brazil's reading score in this cycle reached 413 points, remaining below the students' score of the OECD with 487, presenting a difference of 74 points. Portugal obtained 492 points, surpassing the OECD students' score by 5 points. It was concluded that Brazilian public policies and PISA results have a fragile relationship with the improvement of Education; Public policies in Portugal have contributed to educational qualification. Further studies of comparative analyzes between countries participating in PISA on student performance in reading are suggested.

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