Educação - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17592
Programa de Pós-Graduação de Mestrado Profissional em Educação

Centro: CE
Telefone: (27) 4009 7779
URL do programa: http://www.educacao.ufes.br/pos-graduacao/PPGMPE

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Navegando Educação - Mestrado Profissional por Autor "1º membro da banca"

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    A privatização da educação básica pública no município de Cariacica-ES (2017-2023) : implicações para a garantia da gestão democrática
    (Universidade Federal do Espírito Santo, 2024-07-01) Proximozer, Liudimila Katrini; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    This dissertation consists of an investigation guided by the following question: Could the Full-Time Elementary Schools Program, proposed by the Espírito Santo Business Movement in Action and the Cariacica Business Association (AEC) in partnership with the Cariacica Department of Education, have implications for the democratic management of education? In order to answer this question, the general objective was to examine the privatization strategy of public basic education in the municipality of Cariacica and its implications for guaranteeing the principle of democratic management of education in full-time elementary schools. The research timeframe was seven years (2017–2023), and the locus was in the municipal education network of Cariacica. The methodological approach, of a qualitative nature, occurred through bibliographical and documentary research and semi-structured interviews. Documentary research was used as the main methodological path for collecting and analyzing data that allowed answering the central question of this dissertation, involving, among others, reports, federal, state and municipal laws, decrees, technical cooperation agreements, contracts, notebooks ICE, websites of for-profit and non-profit organizations of private actors mapped. A mapping of educational programs, projects and actions in force between 2017 and 2023 that are being developed by private actors in public basic education in the municipality of Cariacica was carried out. Among the programs/projects listed, the Full-Time Elementary Schools Program was characterized and its implications for the democratic management of education were analyzed. As a final product of this research, an online and asynchronous training proposal was developed, the theme of which is the privatization of public basic education and the implications for democratic management. The results of the analyzes demonstrate that there is an intensification of the privatization processes of public basic education in the researched municipality, as well as the Full-Time Elementary Schools Program, in its implementation, disrespected democratic principles, when the collegiate bodies were not listened to and contributed moving away from democratic management, adopting a business model management, guided by managerialist principles
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    Educação para o patrimônio cultural na construção do conhecimento histórico : saberes e fazeres de professores de história no município de Vitória, Espírito Santo
    (Universidade Federal do Espírito Santo, 2024-07-16) Moro, Fabiana Moura Gonçalves; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    As a general objective, the study aims at researching on what ways the approaches and practices of the education for the heritage in History teaching allow the feeling of belonging, the appreciation of collective and individual memories, the construction of citizenship and identities and the production of historical knowledge. This paper is carried out of the line of research 1, namely, Docência e Gestão de Processos Educativos (Teaching and Management of Educational Processes) from Professional Graduate Program in Education at the Federal University of Espírito Santo. The research emerges from the following questioning: in History teaching, does the education for the heritage allow the formation of historical sense, promoting the appreciation of collective and individual memories? The study is based on the reflections and conceptions of a History teaching that walks towards the formation of a historical subject and of the historical sense elaborated by Rüsen (2010) and the discussions on memory proposed by Jacques Le Goff (2013) and Bosi (2023) out of the reflections on narratives as the ones conceived by Benjamin (2012), which, related to the pedagogical practices in education for the heritage as the propositions of Fernandes (1993 and 2021), Fernandes and Pereira (2012), Tolentino (2019) and Mattozzi (2008), dialogue with a teaching construction that faces the appreciation of culture, memory, the construction of identities, the acknowledgment of collective and individual histories and the construction of historical knowledge. By reflecting on the conception of education for the heritage, its construction and evolution in the last decades, the international and national legislations that enable it and the pedagogical practices that promote identities in History teaching, we sought to dialogue with five teachers from the municipal school system of Vitória, ES, supported by the oral history methodology and based on the assumptions of Thompson (1992), Meihy and Holanda (2022) Meihy and Seawright (2022), Delgado (2010), Aberti (2004) and Portelli (2010). We gave the teachers visibility by listening to their narratives and through the socialization of their practices. We conclude this study by highlighting that the education for the heritage in History teaching is a challenging but powerful practice that enables the reflection and construction of identities and the production of historical knowledge
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    Práticas educativas inclusivas de ensino-aprendizagem por meio de tecnologia assistiva no contexto escolar
    (Universidade Federal do Espírito Santo, 2024-12-19) Guimarães, Eliene Moreira; Co-orientador1; Orientador1; https://orcid.org/; https://orcid.org/; 1º membro da banca; 2º membro da banca; 3º membro da banca
    The central theme of the research is Inclusive educational practices of teaching and learning through Assistive Technology in the school context, focusing on a school in Vitória, in the State of Espírito Santo. Based on Vigotski's2 historical-cultural theory (2021, 2023, 2024) with an emphasis on concepts such as mediated learning, social interaction and the potential of students in the learning process, in which cognitive development is seen as a result of interactions between the individual, the social environment and mediation. This occurs through cultural instruments and signs that facilitate the construction of knowledge, significantly benefiting the inclusion and educational development of these students. In this context, Assistive Technology emerges as an essential mediating resource, promoting the inclusion and active participation of students with disabilities in the school environment. Assistive Technology will be reflected especially from the Brazilian Inclusion Law, which includes Assistive Technology resources as a right beyond the Boundaries of the school. In this sense, Assistive Technology has the potential to promote autonomy, Independence, quality of life and inclusion of Special Education students, which facilitates the construction of inclusive practices from the perspective of realizing the fundamental rights of people with disabilities. This dissertation has the general objective of analyzing how Assistive Technology is integrated into inclusive practices, considering the challenges faced by Special Education teachers and the impacts on school performance to meet the specificities of students with disabilities, with the aim of ensuring their inclusion in the context school. The specific objectives include: analyzing the strategies and methodologies used in the implementation of inclusive practices with Assistive Technology; identify the challenges and potential in applying these practices and develop a pedagogical notebook with inclusive practices that serves as a guide for teachers. To carry out this work, research with a qualitative approach, of a descriptive and exploratory nature, was developed, including documentary and bibliographical analysis and a Case Study on the theme of Inclusive Education in the school environment, from a Participant Observation perspective, in a period of five months (May to October 2024), with Special Education teachers as research participants. As instruments, field diaries, open and semi-structured interviews, recordings and photographic records, use of cell phones, direct observations and other data production techniques were used to obtain a more in-depth view of the case. The results point to an improvement in school learning, increased student autonomy, greater inclusion and active participation, in addition to the identification of gaps such as lack of specific teacher training on Assistive Technology regarding the care of students with disabilities and teacher turnover that compromises the continuity of inclusive practices with students with disabilities, proposing public policy recommendations regarding the uses of Assistive Technology in the school context