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“Não tem altura o silêncio das pedras”: a primeira infância no discurso do UNICEF
(Universidade Federal do Espírito Santo, 2025-07-10) Fonseca, Aline Elisa Maretto Lang; Garcia, Maria Lúcia Teixeira; https://orcid.org/0000-0003-2672-9310; http://lattes.cnpq.br/3834218481612647; https://orcid.org/0000-0002-5022-5692; http://lattes.cnpq.br/1581253089192389; Melim, Juliana Iglesias; http://lattes.cnpq.br/8874692437191296; Siqueira, Marcia Smarzaro; http://lattes.cnpq.br/1749025865421455; Pereira, Camila Potyara
; https://orcid.org/0000-0003-1117-2468; http://lattes.cnpq.br/4621637454405096; Nogueira, Vera Maria Ribeiro; https://orcid.org/0000-0003-4158-1510; http://lattes.cnpq.br/6925549508843228
This thesis examines the discourses of the United Nations Children's Emergency Fund (UNICEF) on early childhood, which, under the guise of equal rights, impose unequal treatment on children in different nations. We analyze the presence of early childhood on international agendas as a discursive and political strategy to end poverty adopted by UNICEF, demonstrating why it assumes different forms depending on the socioeconomic context. The study is based on historical-dialectical materialism and a qualitative approach. Its corpus brings together 104 UNICEF documents (1972-2023) subjected to thematic content analysis in three stages (pre-analysis, coding and inference) focused on key content, discursive strategy and silences. It was found that early childhood appears in the 1973 Annual Reports, linked to nutrition, drinking water and basic education. In 1978, driven by the Alma-Ata Conference and the GOBI package, early childhood became a permanent agenda, signaling the transition from specific survival actions to a structured global agenda. The agency’s perspective varies according to the economic scenario: in the 1980s, under the motto adjustment with a human face, comprehensive Primary Care was reduced to low-cost interventions; in the following decade, with the neoliberal turn, the grammar of rights emerged (1989 Convention) and, soon after, the paradigm of human capital and social investment. Between 2000 and 2015, this logic was repackaged by the (Millennium Development Goals) MDGs/SDGs, which combined cost effectiveness metrics with the promise of high economic returns. In the guidelines, central countries received recommendations for expanding universal services and gender equality, while peripheral countries were targeted with low-cost packages based on return on investment indicators. The rhetoric of efficiency, which assumes greater future returns, reinforces selectivity and peripheral dependence. Although it invokes the Convention on the Rights of the Child, UNICEF subordinates rights to productivity metrics and transfers responsibility for the success of interventions to families – especially women. The institutional lexicon changes according to the situation, but maintains the legitimacy of the social order: in the 1970s and 1980s, basic services/adjustment with a human face prevailed; in the 1990s and 2000s, human capital/social investment; after 2008, resilience emerged; since 2018, these statements converge in the Nurturing Care Framework, a reference for the SDGs and their five pillars (health, nutrition, responsive care, early learning, protection). This trajectory confirms the adaptive, persistent and strategically selective nature of the institutional lexicon. At all stages, neuroscientific arguments and cost-benefit analyses transform care and affection into market assets, deepening the financialization of social reproduction. It is concluded that UNICEF's universalist discourse operates as an ideological mechanism of capital: it legitimizes policies focused on peripheral countries, preserving hierarchies, while allowing narrow achievements in terms of social rights. By articulating early childhood and social investment under a critical eye, this research fills an academic gap and provides support for truly universal and socially just policies, repositioning childhood in development strategies.
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Proposta de sequência didática sobre o ensino de energia solar através da aprendizagem baseada em projetos e robótica educacional
(Universidade Federal do Espírito Santo, 2025-08-29) Souza, Anna Ruth de Souza e; Pereira, Marcia Regina Santana; https://orcid.org/0000-0001-9907-7953; http://lattes.cnpq.br/1550221909303031; https://orcid.org/0009-0005-2757-2361; http://lattes.cnpq.br/1871427765784339; Prado, Ramon Teodoro do; https://orcid.org/0000-0002-0305-8879; http://lattes.cnpq.br/8713095987277296; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803
This work presents the application of an Educational Product based on the active methodology of Project-Based Learning (PBL), according to the principles advocated by William Bender, focusing on knowledge construction through practical, collaborative, and interdisciplinary activities. The proposal was developed from a project that integrates Physics concepts, especially those related to solar energy, educational robotics, and the construction of sustainable prototypes powered by solar energy, using recyclable materials. The general objective of this study was to design, implement, and examine a didactic sequence grounded in the Curricular Guidelines of Espírito Santo and the National Common Curricular Base (BNCC), with the aim of contributing to the learning of Physics concepts related to the theme of solar energy, through the active methodology of Project-Based Learning (PBL), using the construction of sustainable robots. The implementation took place in the context of the New High School, within an elective course at a public school in the State of Espírito Santo. The didactic sequence was structured around the development of a collective project focused on solving real-world problems, promoting student protagonism. As pedagogical and assessment tools, portfolios, analytic rubrics, and questionnaires with both open and closed questions were used, with the latter analyzed using the Likert scale. The construction and development of the robots were articulated with the study of the photovoltaic effect, the transformation of sunlight into electrical energy, and the importance of sustainability, connecting the project to the Sustainable Development Goals (SDGs), especially SDG 11. Data collection and analysis were conducted using a qualitative approach, considering both the students’ formative journey and the quality of their productions and reflections throughout the project. Self-assessment and the feedback generated by the instruments used showed progress in content comprehension, student engagement, and the consolidation of competencies established by the BNCC, such as critical thinking, problem-solving, and collaboration.Overall, the results indicate that the didactic sequence and the teacher’s pedagogical mediation contributed effectively to students’ motivation, creativity, and meaningful learning, enabling the articulation between theory and practice and fostering the formation of more critical and active citizens. The use of PBL proved particularly suitable for Physics teaching, as it allowed students to apply concepts in concrete and relevant situations, strengthening the integration of scientific education, technology, and citizenship.
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Educação de surdos : uma análise do sistema combinado à partir dos estudos publicados na revista American Annals of Deaf (1880 a 1900)
(Universidade Federal do Espírito Santo, 2025-08-15) Borges, Márcio Andrade; Vieira-Machado, Lucyenne Matos da Costa; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; https://orcid.org/; http://lattes.cnpq.br/; Teixeira, Keila Cardoso ; https://orcid.org/0000-0002-2287-5276; http://lattes.cnpq.br/4297153426007763; Nogueira, Fernanda dos Santos; https://orcid.org/0000-0001-8983-1123; http://lattes.cnpq.br/7026176828996133
The education of deaf individuals, especially in the 19th century, was at the center of methodological disputes marked by tensions between approaches that prioritized oral articulation and those that incorporated sign language, whether combined with speech or not. One such model, the combined system advocated by Edward Miner Gallaudet (1837–1917) and other historical figures, was silenced at the 1880 Milan Congress, which declared pure oralism as the only acceptable method for the instruction of deaf people. This dissertation investigates the persistence and relevance of the combined system in publications from the journal American Annals of Deaf, between 1880 and 1900, through documentary analysis of texts found in 35 papers. The research is grounded in Foucauldian principles of historical inquiry, treating documents as monuments. The findings demonstrate an intense body of scientific production in defense of methodological diversity, with strong criticism of the exclusion of sign language and the imposition of pure oralism. The analysis demonstrates that the combined system not only resisted institutional silencing but also emerged as a pedagogical alternative sensitive to the needs of the deaf community. This study contributes to a critical reexamination of hegemonic narratives on deaf education and promotes the appreciation of alternative methods within the educational field of deaf subjects
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Gesture recognition for prosthesis control using electromyography and force myography based on optical fiber sensors
(Universidade Federal do Espírito Santo, 2025-09-17) Ramirez Cortés, Felipe; Segatto, Marcelo Eduardo Vieira ; https://orcid.org/0000-0003-4083-992X; http://lattes.cnpq.br/2379169013108798; Díaz, Camilo Arturo Rodríguez ; https://orcid.org/0000-0001-9657-5076; http://lattes.cnpq.br/2410092083336272; https://orcid.org/0009-0008-7465-3887; http://lattes.cnpq.br/0873671321556842; Silveira, Mariana Lyra ; https://orcid.org/0000-0002-0368-5629; http://lattes.cnpq.br/5307116832176112; Silva, Jean Carlos Cardozo da ; https://orcid.org/0000-0003-2310-9159; http://lattes.cnpq.br/9949032159595994
Amputation is the partial or total loss of a limb. It is a challenging event that affects people worldwide, with an estimated prevalence of 552.45 million in 2019 and a growing rate. The loss of an upper limb, in particular, strongly affects a person’s ability to perform activities of daily living (ADL), communicate, and interact with their environment. To restore lost functionality, assistive devices known as prostheses have been developed. Modern active prostheses can be controlled by interpreting the user’s movement intention through various biological signals, such as Surface Electromyography (sEMG), which measures the electrical activity of muscles. While sEMG is an established and predominant control method, it has limitations. Forcemyography (FMG) is a technique that measures changes in muscle volume and pressure during contraction. It has emerged as a promising alternative, offering advantages such as greater signal stability and reduced sensitivity to skin conditions like sweat. This master’s dissertation proposes and evaluates a hybrid sensor system combining FMG and sEMG to create a more robust and precise method for hand gesture classification. The system integrates a custom-developed FMG sensor, which uses a Fiber Bragg Grating (FBG) embedded within a flexible 3D-printed structure, with a commercial sEMG sensor. The primary goal is to improve the control of real and virtual prosthetic hands for amputees. The study involved recording signals from able-bodied subjects while they performed tasks involving different hand angles and grip forces. Data from the sEMG, FMG, and the combined hybrid system were used to train and test seven different machine learning algorithms, with the dataset split into 80% for training and 20% for testing. Results showed that the optimal sensing strategy is task-dependent. For angle classification, the hybrid FMG-sEMG sensor achieved the highest accuracy of 85.62% with the K-Nearest Neighbors (KNN) classifier. For force classification, the sEMG sensor alone was superior, reaching an accuracy of 92.53% with a Support Vector Machine (SVM). Furthermore, the hybrid system’s feasibility for real-time application was validated in a Virtual Reality (VR) environment, where it achieved 99.83% accuracy in classifying binary open/close hand gestures. This research demonstrates the complementary nature of FMG and sEMG signals, concluding that a multimodal approach can be used to develop more sophisticated, reliable, and intuitive control systems for upper-limb prostheses by selecting the best sensing modality for the desired task
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A política de educação integral em tempo integral no contexto do novo ensino médio: análise da rede estadual de ensino do Espírito Santo
(Universidade Federal do Espírito Santo, 2025-09-29) Gonçalves, Thalita Matias; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; https://orcid.org/0000-0001-8657-4985; http://lattes.cnpq.br/9960126644806405
; Fonte, Sandra Soares Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; Silva, Erineusa Maria da; https://orcid.org/0000-0002-8736-6739; http://lattes.cnpq.br/0169716321962324; Botler, Alice; https://orcid.org/0000-0001-5654-3248; http://lattes.cnpq.br/9284144427264959; Perboni, Fábio; https://orcid.org/0000-0002-1345-877X; http://lattes.cnpq.br/2492061344859342
This thesis proposes to investigate the Full-Time Integral Education Policy (Educação Integral em Tempo Integral – EITE) in the Education System of Espírito Santo, Brazil, within the New High School (Novo Ensino Médio – REM). The aim is to examine the expansion of school time induced by the current reform, initially established by Law No. 13.415/2017, and subsenquetenly partially repealed by Law No. 14.945/2024. The study takes into consideration the contributions of French sociological theory, particularly the workf of Pierre Bordieu and Fraçois Dubet. The research is guided by some questions: What criteria has the State Secretariat of Education (SEDU) adopted in planning the policy of extended school time? What new forms of sociability does the full-time policy seek to establish? Can it operate as a mechanism to mitigate educational inequalities? Considering the perspective adopted in this research, based on the French sociology of education, this study also asks: how do the approaches of Bourdieu and Dubet help explain the full-time education policy within the broader context of Brazil’s high school reform? What are their analytical contributions when interrogating an educational policy which aims the working-class students in a country located on the periphery of global capitalism? The analysis undertaken reveal that the criteria establish by SEDU highligh both the influence of social vulnerabilty, alined with national guidelines, and the centrality of large-scale assessments. The methodological approach is qualitative, combining literature review, document analysis, and interviews with SEDU staff directly involved in implementing this policy. In practice, SEDU limits istelf to mapping deemed to have greater potential for adopting the full-time model, withouth considering the perspectives of the school Community, the School Council, or local management. This policy is aligned with action logics structured around the school performance, measured through na extensive range of assessment tools, with a tendency to promote the adaptation of Young people to the demands of an unstable labor market, while simultaneously diminshing opportunities for humanistic and critical education. The high school reform promotes the diversification of curricular pathways, under the premise of making schooling more attractive, relying on the rhetoric that students can choose what they wish to study, thereby individualizing educational trajectories. The findings also show that the full-time education policy does not reduce inequalities, as many students cannot access it due to the need of reconciling study and work, a reality acknowledge by the interviewed school agents. In Espírito Santo, this policy becomes inaccessible to working youth, pushing many towards Youth and Adult Education (Educação de Jovens e Adultos – EJA) programs or leading to school dropout. Moreover, in municipalities where only public high schools are available, its implementation may further restrict the right to education. The research concludes that, in Espírito Santo, full-time high school express a contradictory logic: while promising inclusion, they tend to reinforce selectivity. Within the context of the High School Reform (REM) more students are excluded than included, and retention is limited to those able to adapt and internalize the demands of large-scales assessments. This text aknowledges that the sociology of education, as developed by Pierre Bordieu and François Dubet, though stemming from distinct approaches, offers valuable analytical tools for examining educational policies in Brazil, as both aim to understand the practices through which inequalities are produced and reproduced in contemporary contexts. Our analysis of the Full-Time Education Policy (EITI) suggests that it does not alter the structural reproduction of social inequalities, as Pierre Bordieu warned as early as the 1960s, particularly because it hinders school retention for many students and diminishes access to the kinds of knowledge necessary for fostering a reflective, intelectually autonomous youth. This recognition invites further reflections about the multiple inequalities currently faced by students, who nonetheless also engage in social experiences whose logics of action may simultaneously deepen inequalities and generate forms of resistance and collective mobilization, which this thesis propose as future investigations.