Bacharelado em Ciências Sociais (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/8
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
Navegar
3 resultados
Resultados da Pesquisa
Item “Que a sua sede não precise só de água, nem sua fome necessite só de pão”: um olhar sobre o significado dado à arte pelos estudantes e funcionários da Escola Municipal de Arte João Pernambuco(2024-02-26) Alves, Mariana da Conceição; Sousa, João Morais de; http://lattes.cnpq.br/9057718684364301; http://lattes.cnpq.br/9994777527111627This paper discussed the perspective given to art and the importance of the space of the Municipal School of Art João Pernambuco from the viewpoint of the people who bring life to this school, employees, and students. Considering the school in its role as a promoter of social inclusion and democratization of arts education contributing to citizenship formation, this work was realized through the conduct of an on-site qualitative research, employing participant observation, direct observation, and interviews. Among the findings of the research, it was evident that regarding the significance given to the relationship with art and the school space by the interviewees, the therapeutic view of the artistic environment, its connection with the religious aspect, and the sensitivity to awaken in them a broader and more critical view of social reality stood out. Besides professional achievement, the realization of dreams, and the enhancement of self-esteemItem A integração cultural na Rede Estadual de Pernambuco: o caso da Escola de Referência em Ensino Médio Maria Vieira Muliterno(2024-02-28) Sousa, Diego Henrique Barbosa Lima de; Bezerra, Gabriella Maria Lima; http://lattes.cnpq.br/8954499933466652Culture is recognized as a fundamental right, and it is the duty of the State to guarantee the rights of access to and cultural expression for all citizens. In this context, the school stands out as a State institution and agent of cultural integration through its pedagogical and curricular practices. Thus, the present research aims to highlight the role of the state school in Pernambuco as a facilitator of access to culture and to understand how pedagogical practices assist in the debate, recognition, and occupation of cultural spaces. To this end, the research was conducted in two stages: In the first, theoretical attributions of the concept of culture were sought, addressed by Câmara Cascudo (1983), as well as cultural contexts and practices of cultural policy, with Calabre (2007), Chauí (2008), Coulangeon (2014), Jourdain (2017) and Simis (2007), in addition to pedagogical approaches and methodologies developed by Paulo Freire (1980; 1996; 2005) and Celestin Freinet (1975). In the second stage, through qualitative methodology, data collection was carried out through semi-structured interviews with public education agents from the Maria Vieira Muliterno High School, located in Abreu e Lima. Based on theoretical surveys and data analysis, it was possible to understand that the school not only serves as a space for social interaction for young people but also plays a fundamental role in the production, identification, and preservation of culture. Therefore, it is concluded that the school, in addition to being a space for social interaction and academic formation, also acts as an agent of cultural integration in the lives of young people.Item Novo Ensino Médio (NEM): educação em um contexto neoliberal(2023-09-21) Vieira Junior, Francisco Danilo Sousa; Santos, Otávio Augusto Alves dos; http://lattes.cnpq.br/6806135209087830; http://lattes.cnpq.br/5063790686594309The present work aims to identify the neoliberal rationality traits in the Novo Ensino Médio (NEM)’s construction, specifically on the formative itineraries’ application, a crucial tool on the Brazilian high school reform. Via this research, we aim to contribute to the critical debate upon the Brazilian high school reform, bringing to the light the insertion of the neoliberal rationality through market interference in the public policies conception and the establishment of a market discourse into Education. This work uses a qualitative methodology, through a documental and bibliographical analysis to promote the proposed objective.