Mestrado em Ensino na Educação Básica

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Navegando Mestrado em Ensino na Educação Básica por Autor "3º membro da banca"

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    A política de educação especial e suas interfaces em área de assentamento do município de Pinheiros - ES
    (Universidade Federal do Espírito Santo, 2024-06-26) Silva, Gildete Rosa da; 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/
    The theme presented in this work is related to the special education policy and its interfaces in areas of Settlements in the Municipality of Pinheiros - MST/ES and aims to investigate how the interface between special education and basic education occurs in a elementary school. in the municipality of Pinheiros from the perspective of inclusive education, understanding the limits and possibilities for guaranteeing access, permanence and continuity for the public linked to this modality in the school where the research occurred. Qualitative in nature, the study's methodological strategy is the systematization of experiences, mediated by militant research, with dialectics as an epistemological path. The theoretical support is anchored in the theoretical-methodological foundations of authors such as: Mantoan (2003), Padilha (2007), Nunes (2009), Freire (1987, 1996,1997), Ponzo (2009) Caldart (1997, 2002) , among others. The scope of the research is a elementary school linked to the Movimento Sem Terra/MST and bibliographical, documentary and field research will be used as methodological procedures. The MST in ES recognizes the need to deepen and expand this debate in the training spaces for educators, in the settlement where the schools are located in order to qualify the educational experiences developed, including the inclusion actions of people with special needs, which can mean guaranteeing the right to education for these subjects. The insertion of this theme seeks to involve subjects (families, educators, students) in their praxis with the purpose of establishing dialogue with other spaces of struggle, with the aim of contributing to the construction of a fair society with equal opportunities for all people
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    Contribuições filosóficas para formação continuada específica de educadores da educação do campo
    (Universidade Federal do Espírito Santo, 2024-09-27) Crivellaro, Renan Elvis; 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; Santos, Franklin Noel dos ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Nunes, Isabel Matos; https://orcid.org/; http://lattes.cnpq.br/; Kavalek, Débora Schmitt; 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/
    The relationship between Philosophy and Rural Education represents a fertile field for the construction of educational practices that respect and value the specificities of rural communities. The research addresses the connection between Philosophy and Rural Education, highlighting the importance of recognizing the specificities of peasant communities and the social function of Philosophy in the training of educators. The research is justified by the importance of recognizing the social function of Philosophy in the training of these educators, as well as highlighting and problematizing the importance of specific training for rural educators. The objective of the study is to propose a methodological approach linked to Countryside Epistemology, establishing epistemological bridges between Philosophy and Countryside Education, overcoming traditional methods and contributing to the specific ongoing training of educators. To carry out this case study, a semi-structured interview was used, which resulted in qualitative analyzes adopting Braun and Clarke's Thematic Analysis and Orlandi's Discourse Analysis. The research highlights the importance of specific continuing training for Rural Education educators, promoting a more contextualized and meaningful education for peasant communities. Given the need to promote specific training for these educators, the question arises of how Philosophy can contribute to this process, considering the particularities and challenges of this educational context. The results reinforce the relevance of specific continuing training in Rural Education and the need to recognize and value local knowledge
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    Formação de professores : a experiência da escola estadual de ensino fundamental assentamento união, Conceição da Barra/ES
    (Universidade Federal do Espírito Santo, 2021-04-27) Souza, Sandra Madalena Valentim de; 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 research is the result of theoretical and practical research developed in the Master's Course of the Graduate Program in Teaching and Basic Education at the Federal University of Espírit Holy. It aims to understand the training processes of teachers, their pedagogical practices and the knowledge that mobilize and constitute the teaching work at the State School of Fundamental Education Settlement Unity, Conception of Bar, State of the Spirit Holy. It arose out of anguish and uneasiness when listening and witnessing the impacts caused by the interference of the State/ SEDU in the training processes of Pedagogy of Alternation in the Settlement Schools of the Movement of Rural Workers (MST). The theoretical contribution of this research is mainly based on the studies of Tardif (2002) and GAULTHIER et al (2013), among other authors that made it possible to deepen and reflect on the theme. The methodological mechanisms adopted are guided and associated with the theoretical framework selected through the narrative approaches of Souza (2004, 2007) and the qualitative research proposals of exploratory character by Gil (2002, 2008). Various instruments are used to reach the practices and voices spoken by the subjects involved, both individually and collectively in their daily activities and in listening to the specificities of Rural Education. The text is organized in chapters that reflect on the historical path of struggles for the reformulation of the teacher training curriculum from the end of the 1970s and start in 1980 onwards. Rural Education, following a discussion of teacher training in the daily life of the profession and the specificity of Rural Education and the particularity of the School of Fundamental Education Settlement Unity, and the analysis and interpretation of data. The results indicate as practical and pedagogical experience of Pedagogy of Alternation that Rural Education and teacher training are the basis for the construction of educational practices aimed at professional, pedagogical and political training in the context of Rural Education
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    O pensamento computacional na resolução de problemas discretos : seu valor didático à luz da teoria dos registros de representação semiótica
    (Universidade Federal do Espírito Santo, 2024-07-10) Tavares, Lucas Calegari; 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/
    Research with a qualitative approach and exploratory objective that investigated the following research problem: "What is the didactic value of solving discrete problems using computational thinking for learning recursive functions?". The general objective is to verify the didactic value of solving discrete problems using computational thinking to learn recursive functions. Its theoretical reference is the Theory of Semiotic Representation Records. The research defines the concept of didactic value, using the concept of record coordination. In the bibliographical research, we sought theoretical references that involve activities with aspects of unplugged computing, with no intention of using computational thinking as a heuristic approach to problem solving. The data was found through field research and in solving activities through the researcher. In the field research, an activity was carried out with students in the 9th year of Final Years Elementary School. The research identifies the representation registers used in solving discrete problems involved in recursion, classifying the gaps between them regarding congruence and, in the case of auxiliary representations, their functions according to Moretti and Baerle's classification. It is concluded that activities with didactic value encouraged the combination of different semiotic registers, enabling a better understanding of the mathematical objects studied. This approach can guide other education professionals in creating activities that enhance students' mathematical learning in Basic Education