News

A Master's thesis defense panel has been registered by the program.

STUDENT: JESSICA COSTA DIAS
DATE: 03/12/2025
TIME: 09:00
LOCATION: Video conference
TITLE:

EDUCATIONAL POLICIES IN THE TERRITORY OF THE TOCANTINS INTEGRATION REGION: THE CONTRIBUTIONS OF CECAMPE NORTE TO THE CONSOLIDATION AND EXECUTION OF THE DIRECT MONEY TO SCHOOL PROGRAM (PDDE) IN THE MUNICIPALITY OF ACARÁ/PA

KEYWORDS:

CECAMPE; Decentralization; PDDE; Educational Policies.

PAGES: 198
MAJOR AREA: Humanities
AREA: Education
ABSTRACT:

The object of this investigation is the Basic PDDE (Program for Direct Money to Schools) and the actions agreed upon between the FNDE (National Fund for the Development of Education) and the Collaborative Center for Support to the Monitoring and Management of Educational Programs in the Northern Region (CECAMPE Norte), within the field of academic research on public policies for financing education in Brazil. The general objective is to analyze the contributions of CECAMPE Norte to the consolidation and execution of the Direct Money to Schools Program in the municipality of Acará, located in the Lower Tocantins Integration Region, in the state of Pará. The research is based on the assumption that decentralization, as a guideline of the administrative reforms of the Brazilian State since the 1990s, redefined the role of the State and expanded the responsibilities of schools in the management of educational policies. Based on a qualitative approach, the study used document analysis and semi-structured interviews with school administrators and advisors, seeking to understand how CECAMPE Norte has contributed to strengthening the autonomy of the Implementing Units and to improving the financial and pedagogical management of schools. The results indicate that the PDDE (National Program for School Development) is an essential instrument for the maintenance and operation of municipal schools, especially in Amazonian contexts marked by structural and geographical vulnerabilities. The training and advisory actions of CECAMPE Norte proved decisive for improving the execution of the program, providing greater normative clarity, strengthening technical capacities, and expanding social participation in the management of public resources. Therefore, it is considered that CECAMPE Norte has played a fundamental role in consolidating the policy of decentralizing educational funding, acting as a structuring agent for democratic management and the training of administrators. The experience in Acará demonstrates that the PDDE (National Program for School Development), articulated with the actions of the Collaborating Center of the Northern Region, enhances school autonomy and contributes to the realization of a more participatory, transparent, and socially just public education in the Amazon region of Pará.

EXAMINING BOARD MEMBERS:
Internal - 2153593 - AFONSO WELLITON DE SOUSA NASCIMENTO
President - 2479566 - ALEXANDRE AUGUSTO CALS E SOUZA
External to the Program - 393.741.572-68 - MARIA DO SOCORRO VASCONCELOS PEREIRA - UEPA

A Master's thesis defense committee has been registered by the program.

STUDENT: LUCIANO PERES CORREA
DATE: 04/12/2025
TIME: 2:30 PM
LOCATION: Via Google Meet and PPGCITE Meeting Room
TITLE: ANALYSIS OF SCHOOL PERCEPTION REGARDING THE ADVANCE OF AÇAÍ MONOCULTURE IN A COMMUNITY IN THE MUNICIPALITY OF IGARAPÉ-MIRI/PARÁ.

KEYWORDS:

School community; Açaí monoculture; Educational perception; Igarapé-Miri.

PAGES: 107
MAJOR AREA: Humanities
AREA: Education
ABSTRACT:

The monoculture of açaí, a practice expanding in the Amazon region, presents significant educational impacts, especially in municipalities like Igarapé-Miri, where the activity stands out economically. This research aimed to analyze the perception of the school community regarding the advancement of açaí monoculture in the Suspiro Community and the Caetano Correa Leão School in the municipality of Igarapé-Miri, in the state of Pará. The research sought to understand what high school students, teachers, management team, and parents think about the growth of açaí monoculture in the region and what this process has generated in the school dynamics and in the daily life of the community. A mixed-methods approach was adopted, including bibliographic review, semi-structured interviews, questionnaires, observation and case study, data analysis and interpretation. The analyses reveal that the advancement of monoculture in Igarapé-Miri generates contradictory effects in the school context. On the one hand, there are economic gains that benefit some families, allowing investments in education and improved living conditions; on the other hand, negative impacts are identified such as dropout, school abandonment, low attendance, and a decline in student performance. The importance of pedagogical actions integrated into the curriculum that engage with the students' reality is highlighted. The proposal for pedagogical alternation reveals itself as a viable option for education in the municipality of Igarapé-Miri to progress towards a more democratic, inclusive practice geared towards the sustainable development of the region.

EXAMINING BOARD MEMBERS:
Internal - 3397405 - ALEXANDRE ASSIS TOMPOROSKI
External to the Institution - MANOEL TAVARES DE PAULA
Internal - 1834353 - RONALDO LOPES DE SOUSA
President - 2657468 - YVENS ELY MARTINS CORDEIRO

A Master's thesis defense committee has been registered by the program.

STUDENT: ISONETE DO SOCORRO PERNA PEREIRA
DATE: November 28, 2025
TIME: 2:00 PM
LOCATION: Study Room of the Postgraduate Building of PPGCITE/ONLINE
TITLE:

LIVED AND UNWRITTEN STORIES: schooling in the São João Batista community, on Campompema Island, Abaetetuba-PA, from 1930 to 1940.

KEYWORDS:

Traditional community; Schooling; Memory; Orality.

PAGES: 130
MAJOR AREA: Humanities
AREA: Education
ABSTRACT:

This research addresses the schooling process in the São João Batista community, located on Campompema Island, in Abaetetuba-PA, during the period from 1930 to 1940. This context reinforces the importance of giving visibility to school narratives that, historically, remain on the margins of official records. Thus, the general objective of this research was to investigate the schooling process in the São João Batista community, located on Campompema Island, in Abaetetuba-PA, during the period from 1930 to 1940. Specifically, it sought to: 1) highlight the factors that influenced and contributed to the schooling process in the community; 2) reflect on the motivations of the students in the community, during the investigated period, in their pursuit of schooling, considering the absence of schools in the region and the lack of demand for schooling by the labor market at the time; and 3) to reveal the perceptions of students and residents of that period regarding the relevance of schooling in the analyzed context. The theoretical support includes Alberti (2005, 2008), Bosi (1994, 2003), Portelli (2010, 2016), among others who underpin the oral history approach and the valorization of narratives as a historical source. To understand the educational process in the riverside context, we refer to Molina (2012), Arroyo (2008, 2011), Caldart (2004, 2009) and other scholars who critically discuss the challenges and advances of Rural Education. The methodological approach is based on oral history as a research technique, through semi-structured interviews conducted with elderly people between 90 and 99 years old. The data analysis followed the principles of content analysis, allowing the systematization of narratives and the identification of meanings attributed to schooling. The research findings reveal a unique configuration of schooling in the community, expressed in three emerging categories: (1) schooling as a function and social responsibility of the community, evidenced by community involvement in valuing education; (2) (de)structuring of the school in the face of local limitations, highlighting improvised spaces, scarcity of resources, and adaptations to socioeconomic conditions; and (3) community-based re-signification of pedagogical practice, marked by the integration of local knowledge, informal learning, and the creation of their own educational strategies. These results point to a riverside education based on autonomy, affectivity, and sociocultural resistance, in which schooling, even in precarious conditions, was understood as a pillar in the construction of social and community identity. In this context, participants demonstrated remarkable resilience in their pursuit of education, valuing knowledge considered essential at the time, such as reading, writing their own name, and performing basic mathematical operations. Schooling, even in precarious conditions, was understood as a pillar in the construction of social and community identity. These findings reinforce the importance of sensitive listening to memories as a legitimate source of knowledge production, promoting the recognition of riverside school experiences that resist historical erasure. Based on this, the research broadens the meanings of education in Amazonian territories, contributing to a critical reading of schooling as a social practice, linked to the formation of identities, the valorization of local knowledge, and the promotion of community development.

EXAMINING COMMITTEE MEMBERS:
Internal - 754.648.291-72 - FERNANDO MANUEL ROCHA DA CRUZ - UNIPORTO
Internal - 032.452.733-04 - NATANAEL CHARLES DA SILVA - UFRN
External to the Institution - RAQUEL AVARENGA SENA VENERA
President - 2657198 - VIVIAN DA SILVA LOBATO