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Navegando Doutorado em Educação por Autor "Almeida, Mariangela Lima de"
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- ItemEstudantes na condição de altas habilidades/superdotação: tecendo compreensões e (seus) sentidos(Universidade Federal do Espírito Santo, 2023-07-06) Santos, Rosalva Maria Martins dos; Célio Sobrinho, Reginaldo; https://orcid.org/0000-0002-4209-2391; http://lattes.cnpq.br/8290558218053006; https://orcid.org/0000-0003-0146-5507; http://lattes.cnpq.br/6654712842189948; Oliveira, Magda Carmelita Sarat; https://orcid.org/0000-0002-9388-0902; http://lattes.cnpq.br/4301531823989684; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Honorato, Tony; https://orcid.org/0000-0003-3057-1157; http://lattes.cnpq.br/7101545385569249; Pinel, Hiran; http://lattes.cnpq.br/8940226139303378The aim of this study is to analyze experiences of students with high abilities/giftedness in school and family dynamics through the Eliasian and Freudian constructs. It developed based on figurational assumption of sociology elaborated by Norbert Elias in association with Sigmund Freud’s psychoanalysis and it was taken as a study path the concepts of figuration, knowledge, language, desire for learning (ELIAS, 1993, 1994, 1995, 2009), drive, sublimation, desire and demand to know (FREUD, 1905, 1908, 1910, 1915). It conducted predominantly quantitative research, adopting conversation as methodology from the perspective of figurational sociological theory. Due to the ongoing pandemic situation, the conversations took place virtually on Google Meet platform, were recorded and later transcribed. Due to the pandemic moment we were experiencing the conversations took place virtually through the Google Meet platform and they were recorded and subsequently transcribed. The conversations involved adolescents between ages of 16 and 17 years, "students with high abilities/giftedness", who were enrolled in public schools of common education in the metropolitan region of Grande Vitória in the state of Espírito Santo. The participants also included the students’ families and their teachers who worked in the common classroom and in the multifunctional resource room. Considering the figurational dynamics within the school and families, the aim through these conversations was to understand how students who experience high abilities/giftedness navigate their impulse investments. The systematized data in this study makes it possible to understand high abilities/giftedness as a distinct condition that arises within the emotional dynamics of human interrelations. More prominently, the condition of high abilities is constituted through a process of sublimation specific emotions that, experienced more intensely by certain individuals amidst the tensions that characterize the dynamics of their own interrelations interrelations, drive a libidinal investment towards activities valued within a historical, cultural and social process. In accordance with Elias (2009), it was understood that the condition of high abilities manifests through the interplay between the biological and the social, between the first nature and the second nature. In the complex process of forming second nature, which is predominantly shaped by historical and cultural factors, people may undergo experiences that remarkably enhance their predisposition for the optimal development of their intellectual abilities derived from their first nature, which is primarily biological. Through the conversations with students experiencing high abilities/giftedness, it was observed that specialized educational care has played a significant role in their formative processes, since the students have channeled their libidinal drives into activities that bring them pleasure and stimulate learning. It was also noticed that within the family dynamics, the potential and abilities of these students were initially stimulated to a limited extent, and their libidinal drives were directed towards activities that sparked their interest and expanded their social background of knowledge. Regarding their experiences in the regular classroom, it was observed that, despite encountering adverse situations, such as conflicts and tensions, the students were still in able to invest their drives in activities where the desire for knowledge and learning could be stimulated and, therefore, in certain situations, they were able to engage in activities that met their intellectual needs and desires.
- ItemProcessos formativos, aprendizagem e desenvolvimento profissional de professores de educação especial: estudo comparado Brasil e Portugal(Universidade Federal do Espírito Santo, 2019-12-20) Borges, Carline Santos; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Coco, Valdete; https://orcid.org/0000-0002-5027-1306; http://lattes.cnpq.br/7335579662236147; Pletsch, Marcia Denise; https://orcid.org/0000-0001-5906-0487; http://lattes.cnpq.br/5622440291569151; Alves, Edson Pantaleao; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Mogarro, Maria João; https://orcid.org/000-0002-5841-9280; http://lattes.cnpq.br/8976165561490797This study aims to understand the learning and professional development processes of special education teachers working in the field of inclusive education in elementary education in Vitória, Brazil and in Lisbon and Sintra, Portugal, through the continuing education. To this end, it outlines the following specific objectives: to characterize the policies of continuing education of Special Education teachers in Brazil and in Portugal; identify the knowledge that the teachers consider necessary in the processes of special education training; analyze the ways of learning of Special Education teachers in order to recognize the importance of educational moments that favor the professional development of teachers; to analyze the possible implications of the continuing education processes of Special Education teachers, in the pedagogical actions of the specialized teachers in the school setting; and to understand the specificities of teacher education, in order to identify approximations, differences and find meanings in the educational processes between the study loci. Methodologically, we chose the Comparative Studies in Education. As data collection instrument, we employed case studies in Vitória and in Lisbon and Sintra; individual and collective interviews; document analysis; educational index analysis; and observation. As far as the theoretical approach is concerned, the Historical-Cultural perspective in Vygotsky (2000, 2007, 2018) and Leontiev (1983, 2001) is adopted. There are theorists who base the discussions in the field of teacher education, learning and professional development (DAY, 2001; CANÁRIO, 1998, 2005; FLORES; SIMÃO, 2009; NÓVOA, 1995, 1992, 1998, 2007) and in the field of Special Education (LOURENÇO; LEITE, 2017; KASSAR, 2014; KASSAR; MELETTI, 2012; PRIETO, 2010), among other scholars. The results point to the importance of educational moments for the professional development of teachers and for the resonance of continuing education in the pedagogical practices of teachers. The special education teachers participating in the study showed that the training that enables the sharing of experiences and the study of real cases contributes to teacher learning and professional development. In terms of teacher education for Special Education from an inclusive perspective and from the comparative study, it is understood that concerning initial training, education that value the consolidated pedagogical knowledge in the field of pedagogy is usually favored, as for example, subjects in the field of learning assessment, planning, didactics, literacy, curriculum and educational management. As for continuing, specialized, post-initial training, it is believed that it is necessary to encompass the fundamentals of education and knowledge that need to be worked in the context of specialized educational service, as indicated in the Brazilian and Portuguese official documents. As for continuing in-service training, it is believed that they could be focused on the challenges and possibilities of the school context and conceived on the principle of inclusive education, that is, designed for everyone to learn
- ItemSer cego: implicações do/no processo de formação identitária da pessoa(Universidade Federal do Espírito Santo, 2021-10-19) Carvalho, Merislandia Paulo da Silva; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; https://orcid.org/0000-0001-5662-7759; http://lattes.cnpq.br/9137828073545862; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Rangel, Fabiana Alvarenga; https://orcid.org/0000-0003-2617-1134; http://lattes.cnpq.br/4001137600317836; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Magalhães, Rita de Cássia Barbosa Paiva; https://orcid.org/0000-0001-9052-2395; http://lattes.cnpq.br/0351736925269307This study aimed to analyze the constitution of the identity formation processes of three blind people, congenital or acquired, through their life history, based on the central axes: family, community and school. As a theoretical perspective, it counts on the contributions of Boaventura de Sousa Santos, which brings some concepts, premises and/or guidelines, problematizing the experience of/by people involved in the research. Qualitative in nature, it assumes the life story as a theoretical-methodological perspective, in which, when narrating, the person can give greater or lesser emphasis to the facts, creating possibilities and meanings based on the experience and reflecting on the situation. Data composition used instruments such as a block of questions with broad themes and recurring interviews. Three women living in Espírito Santo participated in the study. Data analysis indicates that family knowledge about the possibilities of blind people to relate to their environment influences the study participants' autonomy, outlining the ongoing processes of identity formation. Thus, the more opportunities they were given, the greater the advances towards freedom and autonomy. The data show that family members who enable greater interaction with the environment, believing in the potential of the blind person, contact in different spaces and with people who circulate in such environments, games with colleagues and the various opportunities to experience the world, in addition of providing greater knowledge of their possibilities, they influence self-confidence, translating into greater opportunities in their path. The information is sometimes presented with strong traces of schooling in an inclusive perspective, sometimes permeated by excluding situations, which bring to the blind person impotence and discomfort, often profound, while schooling from an inclusive perspective translates into important moments of belonging from the effective participation in the school context, with the blind student having the right to schooling guaranteed, with access, permanence and learning in the process. These facts encourage us to continue the struggle for citizen lives.