Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013)
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFPA |
Texto Completo: | http://repositorio.ufpa.br/jspui/handle/2011/8586 |
Resumo: | The research effected a historiographical critical analysis about the specific educational phenomenon, seeking to understand and explain the settings, historical organization, technical and methodological perspectives and paradoxes contained in the educational historiography embodied in theses and dissertations that were produced in education area, whose educational historians elected as a study theme the school education of adolescent in a situation of deprivation of liberty in Brazil. Its specific purposes were: from the perspective of historiography, to analyze the concepts of school education, adolescence and deprivation of liberty; to identify the forms taken by scientific production which historiography has as the main point the education of adolescents in situations of deprivation of liberty; to discuss the historical, technical and methodological aspects of educational historiography consolidated in theses and dissertations about the school education of adolescents in situation of deprivation of liberty in Brazil; to identify and to analyze the perspectives and paradoxes that permeate the educational historiography, prioritizing as object of study the school education of adolescent in a situation of deprivation of liberty. How historiography conceptually defined education, adolescence and deprivation of liberty? What settings were took by the historiographical scientific production which concerned about school education of adolescents in situation of deprivation of liberty? How was organized historical, technical and methodological the scientific productions translated into educational historiography that prioritized as object of study adolescent education in situations of deprivation of liberty? What perspectives and paradoxes about educational inclusion were narrated by the authors of educational historiography that took as its central theme the school education of adolescent in a situation of deprivation of liberty? I resorted to the field of educational historiography with the support of the criticism coming from Marxist interpretations which have enabled the literature review on the topic, analyzing the empirical base of the research and explore the historical and documentary sources of the Database of Theses and Dissertations of Brazilian Institute of Science and Technology (BDTD) of the IBICIT - having as a historical mark - the time period among 1996 to 2013. I concluded that, among the 27 historical works examined, there is plentiful and cyclical historiographical production, with different historical, technical, methodological and theoretical-conceptual designs that paradoxically led 74.6% of these works to move from a formal educational perspective, limited, domesticating, conservative and in the service of capital order maintenance, while other 26.4% of this production were developed with authorial placement of critical bias, radically discordant of the current social organization and its legitimating discourses showing up with that worried about total destruction of the deprivation of liberty and the purpose of a radically transformed society. |
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2017-06-01T15:02:51Z2017-06-01T15:02:51Z2015-08-28BARROS, Geraldo Neves Pereira de. Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013). 2015. 220 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2015. Programa de Pós-Graduação em Educação.http://repositorio.ufpa.br/jspui/handle/2011/8586The research effected a historiographical critical analysis about the specific educational phenomenon, seeking to understand and explain the settings, historical organization, technical and methodological perspectives and paradoxes contained in the educational historiography embodied in theses and dissertations that were produced in education area, whose educational historians elected as a study theme the school education of adolescent in a situation of deprivation of liberty in Brazil. Its specific purposes were: from the perspective of historiography, to analyze the concepts of school education, adolescence and deprivation of liberty; to identify the forms taken by scientific production which historiography has as the main point the education of adolescents in situations of deprivation of liberty; to discuss the historical, technical and methodological aspects of educational historiography consolidated in theses and dissertations about the school education of adolescents in situation of deprivation of liberty in Brazil; to identify and to analyze the perspectives and paradoxes that permeate the educational historiography, prioritizing as object of study the school education of adolescent in a situation of deprivation of liberty. How historiography conceptually defined education, adolescence and deprivation of liberty? What settings were took by the historiographical scientific production which concerned about school education of adolescents in situation of deprivation of liberty? How was organized historical, technical and methodological the scientific productions translated into educational historiography that prioritized as object of study adolescent education in situations of deprivation of liberty? What perspectives and paradoxes about educational inclusion were narrated by the authors of educational historiography that took as its central theme the school education of adolescent in a situation of deprivation of liberty? I resorted to the field of educational historiography with the support of the criticism coming from Marxist interpretations which have enabled the literature review on the topic, analyzing the empirical base of the research and explore the historical and documentary sources of the Database of Theses and Dissertations of Brazilian Institute of Science and Technology (BDTD) of the IBICIT - having as a historical mark - the time period among 1996 to 2013. I concluded that, among the 27 historical works examined, there is plentiful and cyclical historiographical production, with different historical, technical, methodological and theoretical-conceptual designs that paradoxically led 74.6% of these works to move from a formal educational perspective, limited, domesticating, conservative and in the service of capital order maintenance, while other 26.4% of this production were developed with authorial placement of critical bias, radically discordant of the current social organization and its legitimating discourses showing up with that worried about total destruction of the deprivation of liberty and the purpose of a radically transformed society.A pesquisa efetivou uma análise crítica historiográfica acerca do fenômeno educacional, buscando entender e explicitar as configurações, organização histórica, técnico-metodológica, perspectivas e paradoxos contidos na historiografia educacional materializada em teses e dissertações que foram produzidas na área de educação, cujos historiadores educacionais elegeram como temática de estudo a educação escolar do adolescente em situação de privação de liberdade no Brasil. Suas finalidades específicas consistiram em: sob a perspectiva da Historiografia, analisar os conceitos de educação escolar, adolescência e privação de liberdade; identificar as formas assumidas pela produção científica, cuja historiografia teve como cerne a educação escolar de adolescente em situação de privação de liberdade; discutir os aspectos históricos, técnico-metodológicos da historiografia educacional consolidada em teses e dissertações sobre a educação escolar de adolescente em situação de privação de liberdade no Brasil; identificar e analisar as perspectivas e paradoxos que permearam a historiografia educacional, priorizando como objeto de estudo a educação escolar do adolescente em situação de privação de liberdade. Como a historiografia definiu conceitualmente educação escolar, adolescência e privação de liberdade? Quais configurações assumiram a produção científica e historiográfica que versou sobre educação escolar de adolescente em situação de privação de liberdade? Como se organizaram histórico e técnicometodologicamente as produções científicas traduzidas na historiografia educacional que priorizou como objeto de estudo a educação de adolescente em situação de privação de liberdade? Quais perspectivas e paradoxos sobre inclusão educacional foram narrados pelos autores da historiografia educacional que assumiram como temática central a educação escolar do adolescente em situação de privação de liberdade? Recorri ao campo da historiografia educacional com o apoio da crítica oriunda de interpretações marxistas que permitiram realizar a revisão bibliográfica sobre o tema, analisar a base empírica da investigação e explorar as fontes históricas e documentais do Banco de Teses e Dissertações do Instituto Brasileiro de Ciência e Tecnologia – BDTD do IBICIT - tendo como marco histórico-temporal o período entre 1996 a 2013. Concluí que, dentre as 27 obras históricas examinadas, existe farta e cíclica produção historiográfica, com delineamentos históricos, técnico-metodológicos e teórico-conceituais diferentes, os quais paradoxalmente conduziram 74,6% desses trabalhos a se moverem a partir de uma ótica educacional formal, limitada, domesticadora, conservadora e a serviço da manutenção da ordem do capital, enquanto outros 26,4% dessa produção se desenvolveram com posicionamentos autorais de viés crítico, radicalmente discordante da atual organização social e de seus discursos legitimadores mostrando-se, com isso, preocupada com a destruição total da privação da liberdade e os fins de uma sociedade radicalmente transformada.porUniversidade Federal do ParáPrograma de Pós-Graduação em EducaçãoUFPABrasilInstituto de Ciências da EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOEducação escolar do adolescenteHistoriografia educacionalAdolescente - Privação de liberdadeInclusão educacionalHistoriografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCORRÊA, Paulo Sérgio de Almeidahttp://lattes.cnpq.br/7102416953096612http://lattes.cnpq.br/6752454898093664BARROS, Geraldo Neves Pereira deinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPAinstname:Universidade Federal do Pará (UFPA)instacron:UFPACC-LICENSElicense_urllicense_urltext/plain; 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dc.title.pt_BR.fl_str_mv |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) |
title |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) |
spellingShingle |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) BARROS, Geraldo Neves Pereira de CNPQ::CIENCIAS HUMANAS::EDUCACAO Educação escolar do adolescente Historiografia educacional Adolescente - Privação de liberdade Inclusão educacional |
title_short |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) |
title_full |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) |
title_fullStr |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) |
title_full_unstemmed |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) |
title_sort |
Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013) |
author |
BARROS, Geraldo Neves Pereira de |
author_facet |
BARROS, Geraldo Neves Pereira de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
CORRÊA, Paulo Sérgio de Almeida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102416953096612 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6752454898093664 |
dc.contributor.author.fl_str_mv |
BARROS, Geraldo Neves Pereira de |
contributor_str_mv |
CORRÊA, Paulo Sérgio de Almeida |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Educação escolar do adolescente Historiografia educacional Adolescente - Privação de liberdade Inclusão educacional |
dc.subject.por.fl_str_mv |
Educação escolar do adolescente Historiografia educacional Adolescente - Privação de liberdade Inclusão educacional |
description |
The research effected a historiographical critical analysis about the specific educational phenomenon, seeking to understand and explain the settings, historical organization, technical and methodological perspectives and paradoxes contained in the educational historiography embodied in theses and dissertations that were produced in education area, whose educational historians elected as a study theme the school education of adolescent in a situation of deprivation of liberty in Brazil. Its specific purposes were: from the perspective of historiography, to analyze the concepts of school education, adolescence and deprivation of liberty; to identify the forms taken by scientific production which historiography has as the main point the education of adolescents in situations of deprivation of liberty; to discuss the historical, technical and methodological aspects of educational historiography consolidated in theses and dissertations about the school education of adolescents in situation of deprivation of liberty in Brazil; to identify and to analyze the perspectives and paradoxes that permeate the educational historiography, prioritizing as object of study the school education of adolescent in a situation of deprivation of liberty. How historiography conceptually defined education, adolescence and deprivation of liberty? What settings were took by the historiographical scientific production which concerned about school education of adolescents in situation of deprivation of liberty? How was organized historical, technical and methodological the scientific productions translated into educational historiography that prioritized as object of study adolescent education in situations of deprivation of liberty? What perspectives and paradoxes about educational inclusion were narrated by the authors of educational historiography that took as its central theme the school education of adolescent in a situation of deprivation of liberty? I resorted to the field of educational historiography with the support of the criticism coming from Marxist interpretations which have enabled the literature review on the topic, analyzing the empirical base of the research and explore the historical and documentary sources of the Database of Theses and Dissertations of Brazilian Institute of Science and Technology (BDTD) of the IBICIT - having as a historical mark - the time period among 1996 to 2013. I concluded that, among the 27 historical works examined, there is plentiful and cyclical historiographical production, with different historical, technical, methodological and theoretical-conceptual designs that paradoxically led 74.6% of these works to move from a formal educational perspective, limited, domesticating, conservative and in the service of capital order maintenance, while other 26.4% of this production were developed with authorial placement of critical bias, radically discordant of the current social organization and its legitimating discourses showing up with that worried about total destruction of the deprivation of liberty and the purpose of a radically transformed society. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-08-28 |
dc.date.accessioned.fl_str_mv |
2017-06-01T15:02:51Z |
dc.date.available.fl_str_mv |
2017-06-01T15:02:51Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BARROS, Geraldo Neves Pereira de. Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013). 2015. 220 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2015. Programa de Pós-Graduação em Educação. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufpa.br/jspui/handle/2011/8586 |
identifier_str_mv |
BARROS, Geraldo Neves Pereira de. Historiografia educacional e educação escolar para adolescente em situação de privação de liberdade (1996-2013). 2015. 220 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2015. Programa de Pós-Graduação em Educação. |
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http://repositorio.ufpa.br/jspui/handle/2011/8586 |
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Universidade Federal do Pará |
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Instituto de Ciências da Educação |
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Universidade Federal do Pará |
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