Educação - Mestrado Profissional
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Programa de Pós-Graduação de Mestrado Profissional em Educação
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Navegando Educação - Mestrado Profissional por Autor "Alves, Edson Pantaleão"
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- ItemFormação continuada de gestores de educação especial pela via do grupo de estudo-reflexão(Universidade Federal do Espírito Santo, 2021-09-30) Brito, Lucimara Gonçalves Barros; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-9384-7280; http://lattes.cnpq.br/1266941075668997; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Moreira, Sueli de Lima; https://orcid.org/0000-0002-3511-9007; http://lattes.cnpq.br/5487458746068806; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871This research aims to analyze the collaborative constitution process of the studyreflection group of Special Education managers in the municipality of Serra/ES, in view of the contributions of communicative rationality and the mediating functions of the theory and praxis relationship. Search, through a research-training process, to collaborate with the continuing education of the Special Education management team, with the intention of establishing, with these subjects continuing education actions with/for education professionals in the municipal education network. It was based on the critical social theory, communicative rationality of Jürngen Habermas and on the critical self-reflection carried out among all participants: academic researchers and researchers of the context, conceived as co-authors of the process. Qualitative in nature, it assumes the perspective of collaborative-critical action research that took place in two concomitant movements: understanding the context, through document analysis, listening and negotiating demands; and collaboration with the context, for the constitution of a training process with its own management team, through the group. The production of data used instruments and strategies, such as participant observation, recorded in a field diary; semi-open questionnaires; written narratives; dialogues established in the discursive spaces and in the meetings of the study reflection group. Data were organized and analyzed in the light of Habermasian theory. This analysis indicates that the organization of public management of Special Education in the municipal education system presents itself as a differential, although it faces many challenges in relation to the school inclusion of students who are the target audience served by this modality, especially with regard to training actions triggered by the Department of Education for professionals working in municipal schools. It also shows possibilities for new/other ways of conceiving continuing education in a critical perspective, based on the demands arising from the actors/authors who participate in it. This study also presents, as an educational product, the training proposal experienced in the research itself, through the study reflection group, focusing on its foundations and strategies built in a collective and collaborative way.
- ItemO projeto político pedagógico nas escolas públicas estaduais do Espírito Santo no contexto do gerencialismo na gestão educacional (2015-2023)(Universidade Federal do Espírito Santo, 2024-11-25) Miranda, Ester Marques; Oliveira, Eduardo Augusto Moscon ; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; https://orcid.org/0009-0002-9781-2939; http://lattes.cnpq.br/8551390257873058; http://lattes.cnpq.br/8551390257873058; Alves, Edson Pantaleão ; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Morgan, Karine Vichiett ; https://orcid.org/0000-0001-5014-5679; http://lattes.cnpq.br/8014827277285386This study aims to understand the educational policies implemented in the State of Espírito Santo that have been consolidated in state schools and have influenced the function and implementation of the Political Pedagogical Project (PPP) since 2015. The research is being developed within the scope of the Postgraduate Program in Professional Education at the Federal University of Espírito Santo, linked to the line of research "Teaching and Management of Educational Processes". The main proposal is to analyze the role of the Political Pedagogical Project in state public schools, highlighting how democratic management is configured as a guiding principle for discussions in these institutions. To achieve this purpose, the study presents the educational policies that guide pedagogical work in the state network, in addition to analyzing the educational perspective adopted by the Department of Education, through legislation and documents issued since 2015. The work also addresses, based on documents, the influence of a managerial educational policy that began to reorganize education in the state. To support the analysis, a study of the PPP of eleven state schools will be conducted, with the aim of preparing training material that investigates how these documents have been prepared. The methodology adopted is content analysis, according to Bardin (2016), associated with the review and study of Pedagogical Political Projects. The study is qualitative and bibliographic in nature, seeking to understand how the PPP is presented in schools, based on the concept that an educational project cannot be built without a clear political direction (Gadotti, 2000). This research also has a documentary nature, with the aim of investigating the bases on which discussions about the PPP and the implementation of democratic management are structured or omitted. The theoretical framework dialogues with authors such as Gadotti (2000, 2013), Cury (2005, 2007), in the discussion of the right to education; Paro (2010a, 2010b, 2011), who addresses the process of building democratic management; and authors who analyze the influence of the private sector on public education, Dardot and Laval (2016). The analyses will result in the preparation of training material that will address the right to education and active participation in the construction and implementation of the PPP. This material will aim to support discussions with the entire school community, in addition to examining the regulations produced by the State Department of Education and the process of community co-accountability. It is expected that the results of this research will enable the school community to become aware that quality education is a right for everyone and that, through participatory processes, it is possible to build a more just, inclusive and democratic school
- ItemO trabalho docente articulado numa perspectiva colaborativa entre os professores da sala de aula regular e do atendimento educacional especializado(Universidade Federal do Espírito Santo, 2021-03-31) Scaramussa, Patrícia Vassoler; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0000-0003-3232-7131; http://lattes.cnpq.br/6505809572450457; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Braun, Patricia; https://orcid.org/0000-0002-5666-2420; http://lattes.cnpq.br/6115237268508976; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871This research addresses the theme articulated teaching work under the collaborative perspective between the Specialized Education Assistance teachers and those of the Ordinary Classroom. This qualitative analysis is grounded on the ethnographic-type case study. Instruments used in data production were documental analysis, participant observation, semi-structured interview, and focus-groups, permitting us to understand the reality experienced. The research field was the municipal education system of São Gabriel da Palha / ES, involving eight Specialized Educational Assistance teachers and one pedagogue who coordinates special education in the Municipal Education Board; we selected two schools in the municipal education system, including two principals, three pedagogues and eight ordinary-classroom teachers - who had in their classrooms students target audience of special education enrolled. Analysis and dialogues were grounded on Lev Semyonovitch Vygotsky's theoretical contributions emphasizing the importance of social interaction in collective experiences as a form of transforming the other, the environment and oneself. Along the discussion and reflection, the teachers and the other professionals referred the importance of the articulated teaching work and the collaborative actions in ordinary schools in the apprenticeship and development of the special education target-public student. Outcomes have demonstrated that the articulated work under the collaborative perspective still causes discomfort in some teachers from the assessed universe, showing hindrances to partnership movements, mainly due to the necessity of a stronger interaction between professionals, continuous formation, and construction of public policies. It has also been realized that, even though the teachers had been developing the articulated teaching work, actions are not always collaborative, remaining traditional, individualized practices. However, the municipality signals actions multiplication and actions restructuration through collective planning. We conclude that the articulated teaching work under the collaborative perspective potentiates pedagogical actions to supply the singularities of the special education target-public students. As an educational product, we have constructed a reflection proposal on pedagogical actions concerning the town‘s needs, based on observations, analyses, and official documents. That way, the result will help in interventions, with clarification of doubts and challenges observed along the construction of this research.