Ensino na Educação Básica

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17608
Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
Telefone: (27) 3312 1575
URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

Navegar

Navegando Ensino na Educação Básica por Autor "Almeida, Carla Verônica Albuquerque"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    As formações continuadas e a temática educação das relações étnico-raciais no centro de formação de profissionais da educação do Espírito Santo
    (Universidade Federal do Espírito Santo, 2023-08-28) Silva, Valquiria Santos; Costa, Eliane Gonçalves da; http://lattes.cnpq.br/8903022966748790; http://lattes.cnpq.br/6850720073967527; Almeida, Carla Verônica Albuquerque; http://lattes.cnpq.br/1334298845911044; Morila, Ailton Pereira; https://orcid.org/0000000250803819; http://lattes.cnpq.br/2380448103587931
    Esta investigación analiza la educación permanente a través de plataformas digitales en el ámbito de la Educación de las Relaciones Étnico-Raciales (ERER) ofrecida a los docentes de la red estatal de educación de Espírito Santo, desarrollada por el Centro de Formación de Profesionales de la Educación do Espírito Santo (Cefope), en la Secretaría de Estado de Educación (SEDU), entre 2019 y 2021, con el fin de verificar cómo la formación promueve la alfabetización racial entre los docentes. Como material de análisis se utilizaron varios documentos oficiales, entrevistas a directivos y técnicos y el resultado de grupos focales con docentes de la Educación Escolar Quilombola de la red, enfocándonos en acciones de educación continua para el ERER. Dialogamos con las teóricas Nilma Lino Gomes (2003, 2006, 2007, 2008, 2011, 2012, 2017) y Kabengele Munanga (2005, 2006, 2010), considerando perspectivas sobre acciones por las diversidades, las diferencias y otras concepciones en la escuela, la educación antirracista y el racismo estructural presente en la sociedad. El estudio presenta una mirada a la construcción de acciones para una educación antirracista, considerando la formación continua de los docentes como parte fundamental y estratégica de las políticas públicas de acciones afirmativas en el campo educativo.
  • Imagem de Miniatura
    Item
    Tecendo caminhos para o ensino de literatura afro-brasileira
    (Universidade Federal do Espírito Santo, 2025-10-08) Inocêncio, Maiara Aurelino; Costa, Eliane Gonçalves; https://orcid.org/; http://lattes.cnpq.br/8903022966748790; https://orcid.org/0009-0000-9077-5309; http://lattes.cnpq.br/9473602524540588; Santos, Zaira Bomfante dos; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; Almeida, Carla Verônica Albuquerque; https://orcid.org/0000-0003-2330-1538; http://lattes.cnpq.br/1334298845911044
    This study examines the nationally and internationally acclaimed Brazilian writer, Carolina Maria de Jesus, whose literary production presents the subjectivity of a forgotten and denied Brazil: that of Black and poor Brazilians. The book Diário de Bitita is a posthumous work, first published in France in 1982 in French, and later translated and published in Brazil in 1986. The work portrays the lives of Black people in post-abolition Brazil after 1888, revealing through Bitita's daily narrative how racist structures persisted despite the official end of slavery. The general objective of this research is to analyze how Carolina Maria de Jesus's literary work, through Diário de Bitita, contributes to the teaching of Afro-Brazilian literature in high school, discussing its implications for Education for Ethnic-Racial Relations and literary literacy. The study engages with theoretical contributions from authors such as Candido (2004), Cosson (2009; 2010; 2020, 2022), Paulino (1999), Zappone (2008; 2021), Duarte (2010), Vigotski (2004; 2009), Freire (1989; 1996), bell hooks (2013), and Evaristo (2009; 2010), articulating reflections on the social function of literature, literary literacy, and the relevance of AfroBrazilian literature in the school context. This qualitative, participatory research was conducted with 23 second-year high school students at a public state school in Linhares-ES. Data analysis revealed that Diário de Bitita mobilized processes of identification, critical reflection, and cultural repertoire expansion among students, fostering understanding of ethnic-racial issues and appreciation for historically silenced voices. The study also found that literary literacy, by articulating aesthetic experience and intercultural dialogue, constitutes a pedagogical practice capable of enhancing critical reader formation and promoting democratization of access to literature. Thus, the research results reinforce the urgency of securing a place for Afro-Brazilian literature in high school education, not merely as curricular content, but as an instrument of social and educational transformation