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    Documentos administrativos da UFES (Relatórios institucionais, Atos normativos, Resoluções, Portarias e etc)
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    Livros digitais "ebooks" (e-livros) publicados ou adquiridos pela UFES
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  • Trabalhos Acadêmicos
    Trabalhos acadêmicos de conclusão de curso (TCC) de graduação e pós-graduação lato sensu

Submissões Recentes

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Desenvolvimento de uma metodologia eletroanalítica para classificação de bebidas do café arábica usando um protótipo de potenciostato multicanal lab-made
(Universidade Federal do Espírito Santo, 2025-03-13) Silva , Tárcila Mathiasso Nascimento da; Ferreira, Rafael de Queiroz ; https://orcid.org/0000-0002-5190-8508 ; http://lattes.cnpq.br/5053247764430323; https://orcid.org/0009-0007-9040-6168; http://lattes.cnpq.br/4931631664124833 ; Rosa, Thalles Ramon; https://orcid.org/0000-0001-9913-5885; http://lattes.cnpq.br/2629035369494897; Filgueiras, Paulo Roberto; https://orcid.org/0000-0003-2617-1601 ; http://lattes.cnpq.br/1907915547207861
Arabica coffee is widely traded and recognized for its high quality. Before reaching the final consumer, Arabica coffee undergoes a rigorous sensory evaluation by qualified professionals known as Q-graders. This analysis classifies coffee into “Finas” and “Fenicadas” beverages and plays a crucial role in determining the commercial value of the coffee. Given that the quality of the beverage is directly related to its chemical composition, this study describes the development of an electroanalytical methodology combined with chemometrics for the classification of Arabica coffee beverages. Cyclic voltammetry was used in conjunction with commercially available gold screen-printed electrodes (BT250). The electrodes underwent a cleaning and conditioning process to reduce operating costs and enhance stability using 0.5 mol L−1 H2SO4. Voltammetric data from 210 Arabica coffee samples were analyzed using partial least squares discriminant analysis (PLS-DA). The training set produced excellent metrics, with an error rate of only 7%. The external test set showed an error rate of 12%. Parallel to this methodology, a lab-made multichannel potentiostat prototype was developed, designed with an exclusive electronic circuit and a structure manufactured using 3D printing. The equipment features 10 channels, allowing for consecutive analyses. The methodology applied in the benchtop potentiostat was also implemented in this prototype. The results obtained for the training set indicated an error rate of 4.77%, while the test set recorded an error rate of 22%. The expectation is that the prototype will achieve metrics comparable to those obtained with the conventional benchtop potentiostat. The results indicate a promising future for the integration of voltammetric and chemometric techniques in the classification of Arabica coffee beverages.
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Guia didático para o ensino de biologia: explorando etapas do caminho do oxigênio, da fotossíntese à respiração celular.
(Universidade Federal do Espírito Santo, 2025-12-18) Torri, Renata Carrara; Gonçalves, Paola Rocha ; https://orcid.org/0000-0001-5760-4938; http://lattes.cnpq.br/1241885466744185 ; Souza, Marco Antônio Andrade de ; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485; https://orcid.org/0009-0005-5458-4464 ; http://lattes.cnpq.br/4975418480883199 ; França, Flávia Dayrell ; https://orcid.org/0000-0002-3936-7083; http://lattes.cnpq.br/8622439167574239; Gazzinelli, Sandro Eugênio Pereira ; http://lattes.cnpq.br/4467244689870571
The teaching of biochemical concepts, such as photosynthesis and cellular respiration, represents a challenge in high school, as it involves complex processes that require an understanding of phenomena at the molecular level. This difficulty was evidenced by the results of the Espírito Santo Basic Education Assessment Program (PAEBES) 2023, which indicated that more than half of the students showed insufficient performance in Biology, especially in content related to these processes. In this context, this study aimed to develop and validate a Teaching Guide with a practical and investigative approach that addresses stages of the oxygen pathway, from its release during photosynthesis to its use in respiration. The teaching guide was structured with activities based on active methodologies such as experimentation, simulations, and dramatizations, aiming to promote meaningful learning and student protagonism. The proposal was applied to a class of 25 full-time high school students and was evaluated using qualitative and quantitative methods through questionnaires, responses to lesson scripts, and observations by the teacher-researcher. The results suggest relevant conceptual advances, such as conceptual restructuring, greater clarity in the understanding of biochemical processes, and, most importantly, recognition of the pathway of oxygen from its release in photosynthesis to its utilization in cells. Students also highlighted the motivation, dynamism, and participation provided by the activities, demonstrating engagement and active involvement in the learning process. This study indicates that the teaching guide can contribute to the consolidation of fundamental biochemical concepts and serves as a practical, flexible, and adaptable instructional resource for the realities of public schools.
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Educação escolar indígena e imagens e narrativas dos povos indígenas nos livros didáticos de história do ensino fundamental, no município de Aracruz, ES.
(Universidade Federal do Espírito Santo, 2025-06-06) Marques, Gefferson Pereira; Gonzalez, Soler ; https://orcid.org/0000-0003-2572-5449 ; http://lattes.cnpq.br/5829639085638451; https://orcid.org/0009-0008-0567-2400 ; http://lattes.cnpq.br/7777359627142698; Brito, Edson Machado ; http://lattes.cnpq.br/0433710450942228; Araujo, Debora Cristina ; https://orcid.org/0000-0001-8442-3366; http://lattes.cnpq.br/3089785123426262
This research focuses on Indigenous School Education and on the images and narratives of Indigenous peoples found in History textbooks used in Elementary Education in the municipality of Aracruz, Espírito Santo, Brazil. The general objective is to problematize—based on bibliographic research and on conversations with teachers and Indigenous leaders—the images and narratives of Indigenous peoples and their ways of life in History textbooks for Elementary Education in Espírito Santo, published after the enactment of Law 11.645/08 and included in the 2024 National Textbook and Teaching Material Program (PNLD), adopted by the municipal school system of Aracruz, including the five Indigenous Schools in the municipality. The specific objectives are: (a) to problematize the images and narratives of Indigenous peoples and their ways of life conveyed in the Coletânea Buriti mais História (2023– 2026) textbooks for grades 1 to 5, adopted by the municipality of Aracruz-ES and by Indigenous villages; (b) to conduct conversational interviews with Tupinikim Indigenous teachers so they may share their experiences with the images and narratives of Indigenous peoples in Elementary History textbooks, and explain how their pedagogical practices value Indigenous School Education, highlight Indigenous ways of life, Indigenous Territories, and the protagonism of Indigenous peoples in society; (c) to create an Educational Product titled Kesapeba de Imagem e Narrativa Contracolonial, based on conversational interviews and developed in collaboration with teachers and Indigenous leaders, which contrasts the images and narratives of Indigenous peoples found in Elementary History textbooks circulating in Indigenous schools in Aracruz-ES. These images and narratives valorize Indigenous ecologies, resistances, and re-existences, as well as the struggle for the preservation of Indigenous Territories, Indigenous School Education, and the protagonism of Indigenous peoples in different sectors of society. The theoretical framework includes studies from the Research Group “Territórios de Aprendizagens Autopoiéticas,” in dialogue with Ethnic-Racial Relations Education, narrative research, and the Freirean perspective on education, as well as Indigenous authors, Indigenous teachers, and legal provisions related to textbooks. The methodology aligns with narrative research and studies of everyday school practices, incorporating bibliographic and documentary research. Conversational interviews were conducted with teachers and Indigenous leaders so they could narrate their pedagogical, formative, and community practices, and their contributions to the deconstruction of stereotyped representations of Indigenous peoples—both in textbooks and in society. The results present narratives from teachers and Indigenous leaders and their contributions to continuing education and to the deconstruction of stereotypical portrayals of Indigenous peoples in textbooks, as well as an educational product created in collaboration with teachers and Indigenous leaders, in which the Tupinikim people of Espírito Santo are represented through images and narratives that highlight their culture and ancestry, the struggle for the preservation of Indigenous Territories, Indigenous School Education, and the protagonism of Indigenous peoples in the various roles they occupy in society.
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Agência docente na educação linguística com crianças: Aspectos temporais e colaborativos
(Universidade Federal do Espírito Santo, 2025-12-11) Galvão, Ana Sara Manhabusque; Furlan, Cláudia Jotto Kawachi ; https://orcid.org/0000-0003-4699-6774; http://lattes.cnpq.br/7226263950843874; https://orcid.org/0000-0002-3666-7806; http://lattes.cnpq.br/3536459261537519; Zenobio, Livia Fortes Silva ; https://orcid.org/0000-0002-1765-0531; http://lattes.cnpq.br/6282255918197159; Fiorot, Luciana Ferrari de Oliveira ; https://orcid.org/0000-0003-3427-0474; http://lattes.cnpq.br/7883079654168163; Duboc, Ana Paula Martinez ; https://orcid.org/0000-0002-3136-3504; http://lattes.cnpq.br/8933339247096718; Landim, Denise Silva Paes ; https://orcid.org/0000-0001-8671-3391; http://lattes.cnpq.br/0736427744785686
Teaching English to young learners is a growing reality around the world. An increasing number of schools are including English in their curricula in Brazil, making it necessary to investigate specific teacher education for this area. The knowledge required to work in language education with children is transdisciplinary and involves, among other things, linguistic and pedagogical aspects. Despite this new scenario in schools, current Brazilian legislation still lacks official guidelines, since the English language is only regularly included in curricula from the sixth grade of Elementary School onwards. Given this context, this research investigates the agency development of teachers working in this area, considering the challenges they face in their teacher education path and in the workplace. The objective is to analyze how English teachers develop their agency in the context of language education with children based on temporality (Emirbayer; Mische, 1998), considering the relational and collaborative conception of agency (Priestley; Biesta; Robinson, 2015) and its transformative aspect (Stetsenko, 2023). The data was generated with teachers from different parts of Brazil, through online and face-to-face meetings that promoted discussions about the topic. Theories about agency and each of the temporal aspects (past, present, and future) are combined with the data generated. Each chapter of this thesis presents a combination of theories and data. Our intention was to include the voices of the participants in the entire writing process, mainly because it deals with a topic that is directly related to them – teacher agency. The results point to the collaborative aspect as essential in teachers’ professional activity, in addition to highlighting factors that hinder and promote the development of agency in concrete contexts of action. The results also make it possible to understand what would be necessary in the future to promote more agency, based on the participants’ opinions regarding the various entities involved in language education with children: the government, the school, parents, universities, among other aspects highlighted in the research. We believe that his investigation can support the implementation of policies and help several sectors involved in education to listen to the voices that matter – those who experience the daily reality of the classroom. New proposals for language education with children must be aligned with the needs and realities of teachers working in this context.
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O serviço especializado em abordagem social de Vitória: processo de trabalho e as requisições indevidas no ano de 2024
(Universidade Federal do Espírito Santo, 2025-11-17) Souza, Simone Alves de; Salazar , Silvia Neves ; https://orcid.org/0000-0003-4692-5300; http://lattes.cnpq.br/0908221033518499; https://orcid.org/0009-0008-2137-5588 ; http://lattes.cnpq.br/7536734889063908; Oliveira, Cenira Andrade de ; https://orcid.org/0000-0003-3074-7212; http://lattes.cnpq.br/5689539898064550; Oliveira, Ana Cristina Oliveira de; https://orcid.org/0000-0002-3806-6385; http://lattes.cnpq.br/0231818246688788; Mateus, Luizane Guedes ; https://orcid.org/0000-0003-3643-7645; http://lattes.cnpq.br/4878991655516101
This study analyzes the work process of the Specialized Social Outreach Service (SEAS) in the municipality of Vitória and the undue requests made in 2024, in relation to the prerogatives that guide its work with the homeless population. Through documentary research (reports, diaries, territorial analyses, requests from 156 and their responses, the SEAS's political-pedagogical project, work plans, and technical guidance booklets used in the SEAS), and categorization of demands, several forms of undue requests were identified, that is, demands inappropriate to the service (health, security, urban cleaning, prejudiced and moralistic, etc.), revealing the existing tensions between citizens and public policies directed at this population segment. For data analysis, content analysis was used, with the sample defined based on theoretical saturation. The results demonstrate a robust and organized work process, highlighting the urgency of strengthening the intersectoral nature of public policies in order to avoid overburdening social assistance with demands that exceed its institutional scope. It reaffirms, therefore, that addressing undue requests requires a reconstruction of the SEAS work process, based on a broader reflection on the direction of social policy in Brazil.