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
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URL do programa: http://www.educacao.ufes.br/pos-graduacao/PPGMPE

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Agora exibindo 1 - 10 de 10

CARTOGRAFIAS E NARRATIVAS DAS EDUCAÇÕES AMBIENTAIS E ECOLOGIAS INSUBMISSAS NOS COTIDIANOS DAS MULHERES NA BACIA DO RIO FORMATE, VIANA (ES)
(Universidade Federal do Espírito Santo, 2020-12-18) Santos, Edilene Machado dos; Gonzalez, Soler; https://orcid.org/; http://lattes.cnpq.br/5829639085638451; https://orcid.org/; http://lattes.cnpq.br/; Barchi, Rodrigo; https://orcid.org/; http://lattes.cnpq.br/; Andrade, Patricia Gomes Rufino; https://orcid.org/; http://lattes.cnpq.br/2327451507961703
This study on environmental education aims to discuss and map teaching strategies on environmental education performed by communities and social movements from Viana. The subjects of this history and participants of this research are activist women from V
Entre traços e tranças: a trajetória da coordenação de estudos afro-brasileiros e indígenas na construção da política de educação para as relações étnico-raciais em Vila Velha (ES)
(Universidade Federal do Espírito Santo, 2023-01-30) Machado, Alessandra Fonseca; Andrade, Patricia Gomes Rufino; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0009-0005-2928-6609; http://lattes.cnpq.br/2423252985501107; Vieira, Alexandro Braga; https://orcid.org/; http://lattes.cnpq.br/9217767617403655; Rozario Júnior, Ivan Almeida; https://orcid.org/0009-0001-5624-734X; http://lattes.cnpq.br/0344181987353479
This research has as its theme the implementation of the public policy of education for ethnic-racial relations. The objective was to identify the paths braided by the Municipal Secretariat of Education of Vila Velha (Espírito Santo, Brazil), trailed from the institutionalization of the Coordination of African, Afro-Brazilian and Indigenous Studies (Ceafri) in the construction of a public policy of affirmative action. Of qualitative approach, it is configured as a case study. The methodological procedures mixed analysis of documents from Ceafri's collection and application of questionnaires. The documents analysed included the legislation and publications of the municipality related to the institutionalization of Law 10639/2003, which requires the inclusion of the "Teaching of Afro-Brazilian and African History and Culture" as a cross-cutting theme in the curriculum of Basic Education. The actions were analysed taking into account the goals and axes presented in the national document that guides the municipal education systems in the implementation of the policy. We found actions that dialogue with this document, but the unequal disputes in the institutional space, originated by structural racism, generated irregularities and fragmentation of actions. This is reflected in the absence of resources (financial and human), in the indefinition about the priority in the treatment given to the policy and in the lack of a program with which the municipal management can evaluate its execution.
ENTRELAÇANDO SABERES E NARRATIVAS: FORMAÇÃO DE PROFESSORAS/ES E LIDERANÇAS QUILOMBOLAS EM CONCEIÇÃO DA BARRA/ES
(Universidade Federal do Espírito Santo, 2020-12-15) Miranda, Noelia da Silva; Andrade, Patricia Gomes Rufino; https://orcid.org/; http://lattes.cnpq.br/2327451507961703; https://orcid.org/; http://lattes.cnpq.br/; Oliveira, Osvaldo Martins de; https://orcid.org/; http://lattes.cnpq.br/3039095049409337; Simoes, Renata Duarte; https://orcid.org/; http://lattes.cnpq.br/1114035410099626; Guimaraes, Aissa Afonso; https://orcid.org/; http://lattes.cnpq.br/5450445723454857; Silva, Paulo de Tassio Borges da; Aleixo, Marina
We sought to study the emancipatory possibilities for the formation of teachers and quilombola leaders. The research was carried out in the territory of Sapê do Norte in Conceição da Barra, in the state of Espírito Santo, Brazil, spaces previously organiz
Interseccionalidades, mulheres quilombolas e possibilidades que emergem da participação solidária
(Universidade Federal do Espírito Santo, 2021-09-24) Pereira, Marilene Aparecida; Andrade, Patricia Gomes Rufino; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0009-0003-0592-7091; http://lattes.cnpq.br/8696770392447444; Silva, Sandro José da; https://orcid.org/0000000241249430; http://lattes.cnpq.br/9873497099288005; Borges, Vilmar José; https://orcid.org/0000-0002-0846-0621; http://lattes.cnpq.br/2258402424414309; Foerste, Erineu; https://orcid.org/0000000328460298; http://lattes.cnpq.br/3294719644172070; Aleixo, Marina
This study aims to analyze the performance of women inserted in the context of female associations in the Quilombola Community of São Pedro and Region, located in the municipality of Ibiraçu / ES. We tried to show that the associations allowed access to the public world, as well as participation in a network of agencies in search of emancipation linked to female and anti-racist interests. As a general objective, we sought to analyze the experiences contained in the income generation relationship developed by these women through association. Our epistemological concern is to understand how the processes of resistance and resilience of women who produce work, support their families and contribute to keeping their local traditions alive are constituted. In this plot, difficult processes emerged from the analysis of the interviewees' narratives that the families cultivated for a long period in search of land title, the constitution of the association and the creation of a Solidarity Economic Enterprise. Holanda (2011) and Freitas (2006) and we used semi-structured interviews, which were recorded, transcribed and textualized. This research is justified by the urgency of revealing the potential of quilombos, collaborating with the increase of productions where the transversality of income generation of black quilombola women is more directly present. We engage in dialogues in the field of ethnic-racial relations and intersectionality from Almeida (2019); Patricia Rufino (2018); Munanga (1995/1996); Kimberlé Crenshaw (2002); Oyerónke (2004); Djamila Ribeiro (2019); Carla Akotirene (2019); Angela Davis (2016); bell hooks (1981/2014); Patricia Hill Collins (2015/2019); Sueli Carneiro (2003); and Lélia Gonzales (1987); Freire (1986/1987). As a final result, it is expected, through the use of technology, to contribute to increasing knowledge about the quilombola communities of ES, in addition to collaborating with studies on black feminism, as well as serving as a reference for those who intend to produce anti-racist educational practices. As a result, we intend that teachers, students and social movements, starting from the use of our website, can take to their spaces reflections on the theme, such as racism, black feminism, social emancipation and experiences that emerge from participation in associative work.
Memória, fé e resistência : contribuições das mulheres do jongo de Linharinho para educação quilombola
(Universidade Federal do Espírito Santo, 2024-09-25) Julio, Wallace Linhares; Andrade, Patricia Gomes Rufino ; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0009-0001-7671-0311; http://lattes.cnpq.br/6571994372417434; Siller, Rosali Rauta ; https://orcid.org/0000-0002-5296-8908; http://lattes.cnpq.br/4552417282744625; Katrib, Cairo Mohamad Ibrahim ; https://orcid.org/0000-0002-9478-7670; http://lattes.cnpq.br/8239652570307384; Reis, Jane Maria dos Santos; https://orcid.org/0000-0002-8594-3635; http://lattes.cnpq.br/7034791367733866
The topic of this research is Memory, Faith and Resistance: Contributions of the jongo women of Linharinho to Quilombola Education. It seeks to think about the interfaces of quilombola narratives and their use in the school space. We started with the following questions: How to think about School Education in a quilombola community? How can we rescue the memory of the jongo women of Conceição da Barra, valuing their faith and resistance so that they can contribute to quilombola school education?The absence of this discussion in a school belonging to the Quilombola Territory of Sapê do Norte was the point to think about the research, understanding the process of racial and gender confrontation, but also the narratives that arrive at the school full of Brazilian racist stereotype.In this process, the recovery of the memory of the jongo women of Conceição da Barra presents faith, resistance and memory as its foundation. The specific objectives were: 1) Identify, based on memories, faith traditions, resistance, the aspirations of black women quilombola leaders. 2) Record memories related to jongo, and the desires of women who fight for equity in Linharinho.3)Create a Reference for Anti-Racist Pedagogical Practices for Quilombola Education.The methodological path comprises a qualitative analysis of the discourse, considering a preliminary diagnosis of the knowledge disseminated or not at school, the interfaces of discussions about Quilombola Education and the narratives of women in/from the territory. The research is based on the thematic oral history of four black women from the Quilombola Community of Linharinho and the process of school “translation” carried out by ninth- grade students at EMEF. Dr. Mário Vello Silvares who experienced quilombola culture intensely during visits to the Santa Bárbara Memory Point, whose guardian is Gessi Cassiano. Through this study, it was observed that jongueiras are sources of maintenance of quilombola practices, knowledge, identity and citizenship, strengthen the formation of female leaders and are necessary for the composition of school curricula to value the black population and understand Anti-Racist Education
O ensino de história e cultura afro-brasileira e africana: a importância da formação e a efetivação de um currículo
(Universidade Federal do Espírito Santo, 2019-09-11) Dias, Ione Aparecida Duarte Santos; Amorim, Cleyde Rodrigues; https://orcid.org/0000-0001-9669-2459; http://lattes.cnpq.br/4004473327151252; https://orcid.org/0000-0002-2513-7623; http://lattes.cnpq.br/2457222194962799; Andrade, Patricia Gomes Rufino; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/2327451507961703; Siss, Ahyas; https://orcid.org/0000-0001-6465-5952; http://lattes.cnpq.br/1745461007466177
ABSTRACT: The present work aims to follow how the formation of the teacher has contributed to the elaboration of a curriculum that contemplates the applicably of the Law number 10.639/2003, in the schools of city of Cariacica/ES. We hypothesize that there are few or nonextente classes that guarantee the applicability of Law. To dialogue with the theme we elected some theorists as Freire (1996, 2004), Santos (2007, 2016), Munanga (2003, 2008), Brandão (1984), among others. For the accomplishment of this work, the participant research/action research was used. As methodological ways, we researched and analyzed the legislation aimed at combating racism and discrimination in the municipality of Cariacica. We conducted a qualitative analysis of continuing education for Ethnic-Racial Relations Education in the municipality of Cariacica. We participated in the formation of the course “Training and Research for Education of Ethnic-Racial Relations”, Federal University of Espirito Santo , as well as accompanying its developments within some educational institutions in the municipality of Cariacica. In summary, the demands presented pointed to the need for the implementation of a curriculum that includes Law number 10.639/2003 and the importance of teacher education in the process of confronting racism, since, with more than 15 years of Law number 10.639/2003 the practices proposed in schools do not yet address the issues cited in the Law.
O percurso histórico da Ceafro: contribuições, desafios e políticas educacionais para implementação da Lei nº 10.639/2003 no município de Vitória
(Universidade Federal do Espírito Santo, 2023-04-18) Batista, Kátia Alexandra Santos; Andrade, Patricia Gomes Rufino; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0009-0009-8213-7361; http://lattes.cnpq.br/2507264202366681; Campos, Ana Claudia Borges; Reis, Jane Maria dos Santos; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Monteiro, Nelma Gomes
This research has as its theme the education of ethnic-racial relations and its objective is to analyze the historical process of the constitution of the Commission for Afro-Brazilian Studies (CEAFRO), the actions developed in the Municipal Secretariat of Education of the city of Vitória, ES, towards the institutionalization of Law 10639/2003. The methodology used was a qualitative approach, presenting itself as a case study. The methodological procedures used to collect data were document analysis and semi-structured interviews with the professionals who served on the committee from 2004 to 2014. The documents researched were the legislations and publications of the Municipal Department of Education related to the anti-racist law with a view to including the teaching of Afro-Brazilian and African history and culture in the municipal education system of the city of Vitória. To compose the narrative, the research uses the main theoretical and methodological foundations of GIL (2012) and Richardson (2012). We dialogue with SANTOS , in "The Critique of Indolent Reason: against the waste of experience". The final product of this work will serve a video documentary of historical records of the actions for the implementation of the legislation of antiracist nature carried out by CEAFRO in the city of vitória as well as a possible resource for teacher training focused on this theme.The analysis of research data made it possible to raise elements on the actions taken by the Municipal Department of Education in the process of implementing the law 10.639/03 in the public school network of the city, as well as the limitations and obstacles that hindered this implementation by the Department of Education,Law 10.639/2003.
PRÁTICAS PEDAGÓGICAS ANTIRRACISTAS NA EDUCAÇÃO INFANTIL: UMA EXPERIÊNCIA EM SERRA/ES
(Universidade Federal do Espírito Santo, 2022-09-14) Oliveira, Ednalva Rodrigues de; Amorim, Cleyde Rodrigues; https://orcid.org/0000-0001-9669-2459; http://lattes.cnpq.br/4004473327151252; https://orcid.org/; http://lattes.cnpq.br/; Dias, Lucimar Rosa; https://orcid.org/0000-0003-1334-5692; http://lattes.cnpq.br/3476684741346049; Andrade, Patricia Gomes Rufino; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/2327451507961703
The present study aimed to promote the discussion and confrontation of racism among children through the promotion of pedagogical practices. The development of the research started from the dialogue with the children and the interaction, with the help of toys, games and storytelling with African and Afro-Brazilian literature and with the autonomy to talk, question, recognize, exchange knowledge and experiences about the racial aspects. In this context, theorists and researchers who deal with issues related to the theme were reviewed, such as: Eliane dos Santos Cavalleiro (2000, 2001), Nilma Lino Gomes (2002, 2003, 2007, 2009, 2016, 2017, 2019 ) and Kabengele Munanga (2005, 2016, 2020) on the Education of Ethnic-Racial Relations; Stuart Hall (2014, 2016) on Identities and Social Representation; Manuel Jacinto Sarmento (2005, 2007), Lucimar Rosa Dias (2017, 2021), Anete Abramowicz and Fabiana de Oliveira (2012) on Childhood Studies; Paulo Freire, from a liberating and dialogical education (1987, 1992, 2014). In this sense, qualitative research was adopted, which, from the perspective of action research, enabled the teacher-researcher to engage in the elaboration of anti-racist proposals in partnership with children. For the records of the collected data, field notebooks, filming and photographs were used. The investigations took place on the physical spaces of the institution, the documents that govern the organization of the institution and the pedagogical resources that make up the institution from the perspective of ethnic-racial diversity, as well as playful interactions, in order to listen to what the children had to say. on racial issues. The locus of the research was the Municipal Center for Early Childhood Education (CMEI) located in the municipality of Serra, in the State of Espírito Santo. Starting from the reflection that a portion of the children who attend the early childhood education institution are black, the importance of pedagogical proposals that value their aesthetics is emphasized, as the cultural artifacts presented to them in this age group can compromise their psychological and social development. The children's contact with the playful materials provided moments of joy and racial belonging. In this age group, they demonstrate having a conception of identifying their color by claiming to be black, black or white during the activities. The research contributed to my professional and subjective training as a teacher and black woman, inspiring the continuity of the research on the theme Education for Ethnic-Racial Relations in the area of education. I emphasize that the racial issue requires other perspectives of education that involve the entire school community, including black and white teachers, in the fight against racism.
Processos educativos na comunidade jongueira de Anchieta: práticas de enfrentamento ao racismo na educação de jovens e adultos
(Universidade Federal do Espírito Santo, 2019-09-11) Xavier, Francisco de Assis; Andrade, Patricia Gomes Rufino; https://orcid.org/; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/5297840646648414; Guimaraes, Aissa Afonso; https://orcid.org/0000-0001-9626-4606; http://lattes.cnpq.br/5450445723454857; Amorim, Cleyde Rodrigues; https://orcid.org/0000-0001-9669-2459; http://lattes.cnpq.br/4004473327151252; Siss, Ahyas; https://orcid.org/0000-0001-6465-5952; http://lattes.cnpq.br/1745461007466177
The dissertation now socialized is the result of research carried out under the Graduate Program of Professional Master in Education (PPGMPE) of the Federal University of Espírito Santo (UFES) and aims to unveil the constitutive elements of Intangible Cultural Heritage in the jongueira community of Anchieta/ES Higher Education and the possible connections with pedagogical practices in the school system of that municipality. For such, the study privileged the analysis of the racial processes in the community education and the narratives of the involved ones in the research as basic premises to the understanding of the way in which the jongueiro identity construction is accomplished through the knowledge coming from its ancestors, as well as the perception of teachers and students to ethnic-racial relations in the school space. From field research in two school units and interviews with professionals and students of these establishments, as well as members of the Jongo de São Benedito Sol e Lua Group, it was possible to verify the intertwining of the boundaries established between the jongueiro territory and the school community, portrayed from the theoretical perspective of authors such as Santos (2005), Freire (2005; 2010), Bauman (2003), Munanga (2005), among others. From this research it was inferred that the cultural practices lived in the communities must go beyond the limits of the gates of the teaching units, so that the students can recognize themselves in the activities of the curriculum that are experienced there and this empathy generated during these experiences. an education intended to be liberating
TECENDO REDE ANTIRRACISTA PARA O ENSINO DE HISTÓRIA E CULTURAS AFRICANA E AFRO-BRASILEIRA NA EDUCAÇÃO BÁSICA DO MUNICÍPIO DA SERRA (ES)
(Universidade Federal do Espírito Santo, 2020-12-17) Beloti, Marcia Araujo Souza; Andrade, Patricia Gomes Rufino; https://orcid.org/; http://lattes.cnpq.br/2327451507961703; https://orcid.org/; http://lattes.cnpq.br/; Santos, Sergio Pereira dos; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Miranda, Marina Rodrigues; https://orcid.org/; http://lattes.cnpq.br/4087302830515226; Amorim, Cleyde Rodrigues; http://lattes.cnpq.br/4004473327151252
This dissertative elaboration is part of there search line Práticas Educativas, Diversidade e Inclusão Escolar do Programa de Pós-Graduação de Mestrado Profissional em Educação da Universidade Federal do Espírito Santo (PPGMPE- UFES) (Educational Practice

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