Mestrado em Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17609

Nível: Mestrado Acadêmico
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Navegando Mestrado em Ensino na Educação Básica por Autor "2º membro da banca"

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    Interações e brincadeiras no ensino de ciências na educação infantil : uma experiência em uma escola da rede municipal de Linhares, Espírito Santo
    (Universidade Federal do Espírito Santo, 2025-06-03) Capellini, Raiane; Orientador1; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do; 1º membro da banca; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do; 2º membro da banca; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do
    Schools play a fundamental role in the historical and cultural development of students. Science, as it is present in everyday life, can and should be addressed from the first stage of Basic Education: Early Childhood Education. Given the relevance of scientific knowledge, it is necessary to reflect on whether this has, in fact, been provided to young children in the school environment. Considering children as the subject of this research is justified by the need to know, understand and respect their own way of learning. In this sense, it was essential to study the current curricular documents, such as the National Common Curricular Base (BNCC), which is nationwide, and the Espírito Santo Curriculum, which is statewide and aligned with the BNCC, which propose teaching for children based on two structuring axes: interactions and play. These axes represent languages specific to childhood, which manifest themselves in a dynamic and inseparable way, allowing children to observe, explore, formulate hypotheses, argue, seek information and prepare syntheses. Thus, this research sought to observe and analyze whether the approach to the field of Science, mediated by moments of interaction and play, is capable of promoting learning and child development. The investigation was carried out with 20 children in a Municipal Early Childhood Education Center in the city of Linhares - ES. The central question was: Did learning and language expansion occur in the field of Science through interactions and play? As a general objective, the proposal was to carry out moments of interaction and play with children aged 4 and 5 and verify the signs of learning and expansion of scientific language. Documentary research and participant observation were used as data collection instruments. For data analysis, Historical-Dialectical Materialism was adopted as the theoretical-methodological approach. The results indicate that learning occurred through moments of interaction and play, favoring dialogue, interaction and the collective construction of knowledge, in addition to fostering the expansion of language
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    Tecendo caminhos para o ensino de literatura afro-brasileira
    (Universidade Federal do Espírito Santo, 2025-10-08) Inocêncio Maiara Aurelino; Orientador1; https://orcid.org/; https://lattes.cnpq.br/; https://orcid.org/; https://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; https://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; https://lattes.cnpq.br/
    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