TEDE Coleção:http://www.bdtd.uerj.br/handle/1/36202024-03-26T21:01:47Z2024-03-26T21:01:47ZO “negro” na produção curricular do Projeto Africanidades: deslizamentosSilva, Luciane dos Santoshttp://www.bdtd.uerj.br/handle/1/216192024-03-21T12:19:43Z2023-12-13T00:00:00ZTítulo: O “negro” na produção curricular do Projeto Africanidades: deslizamentos
Autor: Silva, Luciane dos Santos
Primeiro orientador: Macedo, Elizabeth Fernandes de
Abstract: This work aims to analyze the curricular production of the Africanidades Project, at Ciep Carolina Maria de Jesus, in the city of Duque de Caxias, in Rio de Janeiro. Motivated by Law 10,639/2003, Africanidades dialogues with the Minimum Curriculum of the State of Rio de Janeiro, which has represented guiding elements that produce a totalized and homogeneous black agency. This propensity is articulated in a necropolitical movement, whose attempt is aimed at establishing a priori meanings, both for black people and for the curriculum, fixing differences. Making anti-racist political actions difficult in curricular productions, not regarding structure and agency, reinforcing dichotomies, determinisms and established meanings. Given this panorama, based on post-colonial theoretical contributions, I argue that every curriculum is hybrid and ambivalent, so Law 10,639/2003 can also create more fluid and enunciative curricula, in which a black agency is represented in a descending and multiple way. Like the curricular production of the Africanidades Project, an enunciative locus that constitutes a politics of affection, in which different temporalities are negotiated through art, creating a temporal caesura in which a black agency is constituted as difference.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2023-12-13T00:00:00ZPanorama da pesquisa educacional brasileira contemporânea: teses defendidas nos programas avaliados com nota 7 (sete) pela CAPES, no triênio 2010-2012Gregório, Tânia Cristina da Conceiçãohttp://www.bdtd.uerj.br/handle/1/215972024-03-18T14:28:49Z2020-02-28T00:00:00ZTítulo: Panorama da pesquisa educacional brasileira contemporânea: teses defendidas nos programas avaliados com nota 7 (sete) pela CAPES, no triênio 2010-2012
Autor: Gregório, Tânia Cristina da Conceição
Primeiro orientador: Borba, Siomara Moreira Vieira
Abstract: This thesis work has as research object the student production of graduate education programs evaluated with a score of 7, by Capes, in the Triennial Evaluation 2013 (Triennium 2010-2012), specifically the theses defended in this period. The investigation was guided by the following question-problem: which theoretical-methodological trend (s) underlies the formation of future doctors in education? We sought to achieve the objectives of identifying which theoretical-methodological concepts are based on the issues that have been the object of investigation within these programs and to verify the theoretical-methodological formation of generations of future researchers in education. The methodological orientation centered on the qualitative approach, with bibliographical, documentary and exploratory research on empirical material; there was also the use of the quantitative approach, with the use of techniques for processing the information collected. The concept of "theoretically constructed object" was studied, referring to the studies of Gaston Bachelard (philosophy of science), Pierre Bourdieu and Miriam Limoeiro Cardoso (critical sociology). It emerged from the study that the area of education has a multiplicity of orientations in terms of theoretical-methodological trends and epistemological conceptions, with no predominance in the period. One can infer from this observation the multidisciplinary characteristic of the area. This study also concludes the defense because there is a "field of education" subdivided into "fields" dedicated to the study of specific themes related to education. It appears from this observation that there is a need for further studies in this regard, in order to consolidate the understanding of education as a “field of scientific knowledge” or a field in which knowledge is produced through dialogue with other areas of knowledge.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2020-02-28T00:00:00ZEstetização da teoria curricularOliveira, Anderson Ignaciohttp://www.bdtd.uerj.br/handle/1/210312024-02-27T15:43:10Z2023-10-05T00:00:00ZTítulo: Estetização da teoria curricular
Autor: Oliveira, Anderson Ignacio
Primeiro orientador: Lopes, Alice Ribeiro Casimiro
Abstract: Often, in the history of curriculum thinking, curriculum is treated as something about which it is possible to speak of truth. Articles and books have been written about the truth of the curriculum. Presenting what it supposedly is. The one who knows the curriculum must bring light and lead the other out of the darkness of ignorance. In order to escape, it is necessary to follow prescriptions made by the messiahs, engendering the control of the life of the other through practices of the bearers of the truth. Inspired by Lyotard’s philosophy, it is argued, in this Doctoral dissertation, that some curriculum designers, in different ways, try to escape the repetition of the predictable world and make the aestheticization the paver for other ways. Sensitivity in place of rationalization and reaffirmation of the curriculum as a language game. Nietzsche, Foucault and Deleuze are some of those who align with those willing to aestheticize the curriculum. Others do not even start from the critique of rationalization. They know that the unpresentable cannot be conceptualized or represented. One can only approach it. Thus, the curriculum in dispute, the curricular poetics, the art curriculum and the curriculum that dances as experiments of the curricular avant-garde are proposed. In this way, they got so close to the unpresentable to discover that they were far away and that all that was left for them was to experience the approximation. They are driven by the sublime. They are experimenters. In curricular policy, they are the ones who invoke the feeling that moves the changes. It is spoken of enthusiasm, which is the sublime in politics. Thus, it is advocated in this dissertation that curricular aestheticization is a movement that takes the curriculum as an event, which escapes all attempts at universalization, prescriptivism, unity and messianism, being, therefore, the moment of singularities. With aestheticization, the courts and their judges fall. Aestheticization creates meanings and, by creating them, it reaffirms singularities.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2023-10-05T00:00:00ZA pesquisa sobre currículo: opções teóricas e elementos empíricosCursino, Alcirene Maria da Silvahttp://www.bdtd.uerj.br/handle/1/209992024-03-26T12:16:26Z2022-03-04T00:00:00ZTítulo: A pesquisa sobre currículo: opções teóricas e elementos empíricos
Autor: Cursino, Alcirene Maria da Silva
Primeiro orientador: Borba, Simone Moreira Vieira
Abstract: This research had as its research object the bibliographic production of the teachers of the PostGraduate Programs in Education, evaluated with grades 6 and 7, by the Coordenação de Aperfeiçoamento de Pessoal do Ensino Superior (Capes), in the triennial evaluation released in 2013, comprising the years 2010-2012. The research for the elaboration of this thesis took place, specifically, with the articles published in Qualis A1 and A2 journals of the Postgraduate Programs in Education of the Southeast and South regions that are the regions where the institutions that house these programs are located. The problem question that guides this thesis is: which or which theoretical-methodological options and empirical elements are present in the research on curriculum developed and published in journals A1 and A2, by the teachers of the PostGraduate Programs in Education, in the three-year period 2010-2013? This is an exploratory research, in that it seeks to identify the theoretical options and the empirical material of research on curriculum, from the bibliographic production of the researchers participating in the Postgraduate Programs in Education, grades 6 and 7, 2010-2012. Initially, we worked the theoretical foundation that helped us in the analysis of empirical material, where was highlighted the importance of the theory that brought us the argument of the theoretically constructed object, in the development of the basic assumptions of scientific knowledge; in a second moment, we deal with research in education from the analyses of Aparecida Joly Gouveia (1971, 2005), Bernadete A. Gatti (2001), Marli André (2001), José Mário Pires Azanha (2011). After the concern with research in education, we turn our attention to the specific object of our research, the curriculum. With this theoretical elaboration, we arrived at the terms that instructed us in the survey of the empirical material. For the discussion of the thematic curriculum we refer to the contributions of Tomaz Tadeu da Silva (2010), Antônio Flávio Moreira (2002) and Alice Casimiro Lopes and Elizabeth Macedo (2011). Despite the non-identification of the findings sought, it was possible to identify important elements that denote research on curriculum in Brazil, considering the diversity of themes, ideas and thoughts about the curriculum presented by the various authors and that in this search for the identification of theoretical references and empirical approaches to this research object we find information that we believe will greatly contribute to the next identifications of educational research on the curriculum and its approaches which are: The articles that bring in their titles research focused specifically on the curriculum in the southeast and south regions, from 2010 to 2012, which were the main topics addressed in research on curriculum, among which were the most researched and which authors were most cited in the course of these researches.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2022-03-04T00:00:00Z