Mestrado em Educação

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A formação de concepções dos professores de educação especial sobre a deficiência intelectual
(Universidade Federal do Espírito Santo, 2025-03-19) Lourenço, Nathasha Dambrozio; Caetano, Andressa Mafezoni ; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0000-0002-8291-7853; http://lattes.cnpq.br/1830261691344396; Almeida, Mariangela Lima de ; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Painaud, Keyla Santana ; https://orcid.org/0000-0002-4674-0237; http://lattes.cnpq.br/
This research aims to investigate whether the imagery constructed around intellectual disability by special education teachers providing Specialized Educational Services influences the development of conceptions and pedagogical planning, considering the potential impact of the medical report. Based on the assumption that individuals’ conceptions are formed through a collective belief that can be disseminated through a social imaginary, this study adopts, as its central theoretical framework, the ideas developed by Bronislaw Baczko (1985, 1999). It discusses the prevailing conceptions in the school environment from the perspective of the concept of social imagination coined by the author, who argues that the imaginary has the power to regulate behaviors and define individuals' social roles. The methodological approach was carried out through qualitative research, using the case study method for investigation and semi-structured interviews as data collection tools. The data revealed the importance of discussing prevailing conceptions of intellectual disability, as socially disseminated ideas influence the actions of individuals. The study also emphasizes the need to investigate the role of medical reports in shaping these conceptions and in teachers’ pedagogical planning, given that the history of education for people with disabilities shows that influences from the health field in education may still be present in the school environment through the medical model. Although the medical report does not directly impact the formation of conceptions and practices, serving only as a transitional bridge, teachers demonstrate that they require the document to initiate pedagogical work, not using it throughout the entire planning process but considering it as a foundation and support. It concludes that the social imaginary has roots that continue to qualify medicine within the field of Special Education, which may guide individuals' perspectives from a clinical viewpoint
Análise epistemológica da produção científica do grufopees (2013-2022): diálogos sobre pesquisa-ação na interface com a formação continuada na perspectiva da inclusão escolar
(Universidade Federal do Espírito Santo, 2023-07-17) França, Barbara Rebecca Baumgartem; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0003-1023-3505; http://lattes.cnpq.br/2885909677237870; Silva, Régis Henrique dos Reis; https://orcid.org/0000-0001-6392-0697; http://lattes.cnpq.br/3154129259912603; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871
This study aims to analyze the scientific production of Grufopees/CNPq-Ufes between the years 2013 to 2022 on action-research in the interface with continuing education in the area of special education from the perspective of school inclusion, considering the historical-social and political-institutional contexts. It is based on quanti-qualitative research, of the bibliographical and documental type, based on the epistemological analysis of knowledge, in order to reveal the different theoretical-methodological levels and philosophical assumptions that cross the productions. For this, it takes the assumptions of the Theory of Communicative Action by Jürgen Habermas, seeking, through speech situations, speech acts and arguments put forward by the authors of scientific productions, to dialogue in search of consensus about the knowledge produced by the research group in the area of action-research and continuing education from the perspective of school inclusion. Thus, the research issue permeates the understanding of how action-research has been appropriated by Grufopees/CNPq-Ufes studies in the area of special education from the perspective of school inclusion which has as object the continuing education of education professionals. Throughout the process, the research has as participants the authorsresearchers of the selected productions, considering for the production, organization and categorization of the data two recording instruments: the “summary sheet”, by Messina (1999), for the mapping of the productions, and the “Epistemological Matrix” based on the studies of Régis Silva (2013) and Gamboa (2018), to carry out the epistemological analysis referring to the academic productions of eight master's dissertations. Data analysis is based on the method developed by studies by Almeida (2010), in order to dialogue with the internal aspects of the productions in the “Argumentative Circles”, based on the communicative rationality of the Habermasian philosophy, seeking to identify the relationships established between researcher and participants, the constitution of the research problem, the movements triggered in the research processes, as well as the understanding of the reality and the intentions of change. As a result, a strong performance of the group in transformation processes inherent to the theoretical-methodological perspective of collaborative-critical action research is evident, contributing to the development of structural changes, conceived collectively in the elaboration of processes of continued formation in the perspective of school inclusion and training policies in Espírito Santo municipalities. The perspective of action research defended by the group is part of a “tradition” of research groups that, through research and extension projects, have promoted collaboration with different contexts, in search of emancipation of the subjects involved and social transformation. As a whole, the investigative processes analyzed in this study present ethical potential when they think of new ways of conceiving the continuing education of education professionals through the collaborative-critical path, ensuring, through the production of knowledge with the other, critical self-reflection, listening sensitive and attentive, mobilizations resistant to the prevailing neoliberal order.
Constituição da docência nos processos inclusivos de alunos com deficiência no ensino superior
(Universidade Federal do Espírito Santo, 2021-12-20) Xavier, Mario de Jesus; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; https://orcid.org/0000-0003-4896-8304; http://lattes.cnpq.br/3959817064596268; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Nozu, Washington Cesar Shoiti; https://orcid.org/0000-0003-1942-0390; http://lattes.cnpq.br/4755838697434676
This research analyzes the perceptions of professors about the constitution of the teaching identity in the inclusive processes of students with disabilities in Higher Education. The theoretical-methodological perspective used is supported by Norbert Elias (1993, 1994; 1998, 2001; 2002; 2006) and Figurational Sociology. From Elias’ perspective, we understand the networks of interdependencies that human beings form among themselves and intrinsically constitute. Therefore, we do not establish a dichotomy between the concepts of individual and society. The corpus of analysis was carried out through semi-structured interviews, conducted with five professors from the Federal University of Espírito Santo. The concept of (auto) biographical approaches by Nóvoa (1992; 1999; 2000) was employed to analyze the teaching profession. This qualitative research is based on the perspective of Study and/or Exploratory Research (CERVO; BERVIAN, 1996); (RUIZ, 2002); (MOREIRA; CALEFFE, 2008); (TOLEDO; GONZAGA, 2011); (PRODANOV; FREITAS, 2013). As analysis categories, we question: a) "Who am I?" The constitution of the teaching identity between research and the classroom; b) "What is being a professor?" Formative and inclusive processes in the interdependencies of the university context; and c) “The life stories” of the professors, from the perspective of Nóvoa: a “figurative-formative” interdependence possible in the eliasian light? The results indicate it is not just about the “understanding and goodwill” of the professor with the educational paths. But an ethical-educational commitment with the practice and the peers. Thus, the constitution of identity will occur from the pedagogical perspective of inclusion to the detriment of becoming a researcher in higher education. The interdependent analyzes stimulate the reading of professors’ narratives to advance in the current movement, in favor of accessibility and inclusion of the special education target audience (PAEE in Portuguese), in the university context and beyond. Nevertheless, we recognize the teaching figurative process, as the continuity of their training and the commitment to the student, when it figures in the challenge of “training by graduating” (PANTALEÃO, 2009).
Formação inicial de professores para a educação especial inclusiva: um olhar para as licenciaturas da UFES
(Universidade Federal do Espírito Santo, 2022-06-13) Leite, Lucas de Souza; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; https://orcid.org/0000-0002-0825-5046; http://lattes.cnpq.br/1373540005252016; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Martins, Morgana de Fátima Agostini; http://lattes.cnpq.br/9425072594458947
The last decades represents a historical period where inclusive perspective has been consolidated in the global scenario, emerging as guideline to people’s with disabilities schooling process at the common schools. In this context, emphasize the initial teacher education becomes an imperative to the inclusion processes. Considering this and making the teacher training program of the Federal University of Espírito Santo (UFES) as empirical field, the present research aimed to analyze the contribution of initial teacher education in the construction of knowledge related to inclusive special education and, consequently, to students’ with disabilities school inclusion at the common schools. For that, this research analyzed how inclusive special education thematic area is outlined in the legal frameworks that orientate teacher training in Brazil; the curriculum propositions of teacher training courses – current curriculum (2018) – focusing knowledge conception, related to inclusive special education, underlying to offers conditions and curriculum organization; and also, teachers and students conception about inclusive special education, about the initial teacher education and the students with disabilities inclusion at the common education. The qualitative research is configured as a case study and uses document analysis, interview with the university lecturer from and questionnaires with the students of graduation courses as techniques of data production. The analyses are based on the theoretical and epistemological constructs of Norbert Elias' Figurational Theory (1990; 1994a; 1994b; 2000; 2006) and has the meanings given to teaching based on Nóvoa (1992) e Tardif (2008). We analyzed 17 teacher training courses (their Pedagogical-Curricular Projects [PPC]) the course menus and the Teaching Plans), as well as interviewed three professors and obtained 93 responses from the questionnaires. The results lead us to the understanding that the period of initial teacher education is configured as a period with great pedagogical potential for the mobilization of knowledge related to inclusive special education. Furthermore, the research showed us that the training context, understood by the attitudes of the teacher educators and the architectural facilities, has a strong influence on the development and assumption of social attitudes more inclined towards school inclusion by teacher training students, showing the indissociability and interdependence between the different factors that constitute the chain of relationships established during the period of teacher training. The results of the study lead us to the understanding that in this process of initial formation, although the presence of subjects in the curriculum is not an absolute guarantee of mobilization of knowledge, these subjects - which need to seek a common point between theoretical teaching and know-how - are extremely important for this purpose.
Os modos como as ações são empreendidas na pesquisa-ação: um estudo comparado Brasil e Portugal
(Universidade Federal do Espírito Santo, 2024-07-18) Fernandes, Letícia Soares; Almeida, Mariangela Lima de; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Jesus, Denise Meyrelles de; https://orcid.org/; http://lattes.cnpq.br/; Ribeiro, Deolinda Alice Dias; https://orcid.org/; http://lattes.cnpq.br/
The master's research has the general objective of understanding, in the light of communicative action, the articulation of the actions proposed in the action research to the training needs of the research participants, considering the explicit and implicit arguments of the authors of the academic productions arising from the master's degree in the period of 2012-2022 in Brazil and Portugal. To this end, it establishes as specific objectives to carry out a survey of academic production that uses action research as a research methodology in postgraduate programs in education at the Education Center of the Federal University of Espírito Santo and in master's courses at the High School of Education at the Polytechnic of Porto from 2012 to 2022; present the socio-educational and institutional contexts in which academic production in action research at the master's level is inserted in Brazilian and Portuguese contexts, considering the contexts in which the actions are undertaken in the investigations; understand how master's dissertations in Brazil and internship reports in Portugal articulate the demands of the investigated context and the actions proposed in action research, based on theoretical-methodological aspects; and point out the authors' arguments regarding the contributions of action research to school inclusion and the professional development of education professionals. It takes the philosopher Jürgen Habermas as a theoretical-epistemological contribution, through the assumptions of critical social theory and Communicative Acting. Qualitative in nature, it assumes the epistemological-methodological perspective of international comparative study through “action-research research”. Comprises four moments of research: the survey of academic production in action research and the constitution of the corpus of analysis, the from the PPGs in Education at Ufes and the master's courses at ESE/P. Porto; understanding the socioeducational and institutional contexts in which action research is inserted; the technicalscientific visit to the district of Porto/Portugal; and the discursive spaces with the authorsresearchers of the master's theses and internship reports. Data analysis takes place through Argumentative Circles, undertaken based on the authors' arguments in written texts and in discursive spaces. It is concluded that the productions analyzed in Portugal are a product of the initial training of the author-researchers, while in Brazil they refer to continued training. It is advocated that author-researchers articulate the actions undertaken to the formative demands of the research participants, from the conception of action research and the conception of subject adopted, to the constitution of the research problem, to the outlining, undertaking and replanning of actions, through strong communicative action. It is understood that action research/action investigation contributes to the areas of initial training, continuing training and school inclusion/inclusive education.
Pesquisa-ação, formação e inclusão escolar: diálogos com autores-pesquisadores da região sudeste do Brasil
(Universidade Federal do Espírito Santo, 2024-07-30) Prederigo, Allana Ladislau; Almeida, Mariangela Lima de; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Caetano, Andressa Mafezoni; https://orcid.org/; http://lattes.cnpq.br/; Passos, Laurizete Ferragut; https://orcid.org/; http://lattes.cnpq.br/
The present study aims to analyze, in the light of Habermasian theory, the academic production carried out from the theoretical-methodological perspective of action research at the Federal University of Espírito Santo (Ufes) and the Pontifical Catholic University of São Paulo (PUCSP), from 2012 to 2022, which focus on the theme of training education professionals and school inclusion. To this end, it establishes specific objectives to map the academic production developed with the action research methodology that focuses on the theme of training education professionals and school inclusion at Ufes and PUC-SP, in the period from 2012 to 2022; present the institutional contexts of PPGE/Ufes and PPGE: Curriculum (PUC-SP), in which academic productions at doctoral level are inserted; understand the theoretical, methodological and epistemological assumptions inherent to action research, considering the participants in our study; understand, through argumentative circles, the action process in reality considering the principles of action research and the ways of acting in the theory of Communicative Action; and identify, through the arguments of the author-researchers, arising from the texts of the theses and discursive spaces, the formative processes triggered by the development of action research in the doctorate. It takes as a theoretical-epistemological contribution Jürgen Habermas' theory of Communicative Acting, with its concepts of rationalities, ways of acting, world of life and the critical theory of knowledge. The study is qualitative in nature and takes as an epistemological-methodological perspective the comparative study through “action research research”. It comprises three moments of research: the mapping of academic production in action research, which focuses on the theme of training education professionals and school inclusion; understanding the context elements in which doctoral research is inserted, based on document analysis; and the Discursive Spaces with the authors-researchers of the theses participating in the study. Data analysis takes place through Argumentative Circles, undertaken through the authors' arguments in written texts and in Discursive Spaces. It is concluded that the productions analyzed in both contexts depart from a theoreticalmethodological and epistemological perspective that indicate the rupture of a positivist logic of doing science, with actions in the researched field prevailing through communicative action, which produce action research with a critical bias. It is understood that carrying out action research in the doctorate triggers different training processes for those who participate in the process, thus, it is clear, based on the arguments of the author-researchers, that the action research developed contributes beyond the resolution of a specific and momentary problem, triggering changes in the way professionals act and think.
POLÍTICAS PÚBLICAS DE INCLUSÃO ESCOLAR EM AÇÃO: UMA JORNADA COMPARADA ENTRE BRASIL E ITÁLIA
(Universidade Federal do Espírito Santo, 2020-02-17) Venturini, Renata Santos; Jesus, Denise Meyrelles de; https://orcid.org/; http://lattes.cnpq.br/0848394898016789; https://orcid.org/; http://lattes.cnpq.br/; Givigi, Rosana Carla do Nascimento; https://orcid.org/; http://lattes.cnpq.br/; Sobrinho, Reginaldo Celio; https://orcid.org/; http://lattes.cnpq.br/8290558218053006; Almeida, Mariangela Lima de; https://orcid.org/; http://lattes.cnpq.br/0529970839857956
Our journey was driven by the desire to highlight the relevance of freedom of thought, to fight for democracy and to guarantee the rights of Special Education targeting students. We started our journey with the objective of understanding the process of ma
Uma análise da produção acadêmica sobre os usos da pesquisa-ação em processos de inclusão escolar : entre o agir comunicativo e o agir estratégico
(Universidade Federal do Espírito Santo, 2010-04-27) Almeida, Mariangela Lima de; Jesus, Denise Meyrelles de; Simões, Regina Helena Silva; Baptista, Claudio Roberto; Gamboa, Silvio Ancisar Sanchez; Victor, Sonia Lopes
This study investigates the theoretical-methodological and epistemological presuppositions of the action research used in academic production in the field of Special Education/school inclusion. It analyzes the theses and dissertations defended all over the country in the period between 1999 and March 2008. It maps 45 studies that constitute the analysis corpus. This study is developed from the idea of research on research , using epistemological analysis as a trigger for discussions about the implicit and explicit aspects in the dialectics between question and response in the studies analyzed. The scheme chart inspired on the principles of paradigmatic scheme was used as an instrument to organize the texts. From a theoretical-methodological perspective, the study is based on the Theory of Communicative Action created by Jürgen Habermas in order to understand and analyze the presuppositions and knowledge of the action research assumed in the study, as well as the way they are approached by the authors. It builds dialogues based on argumentation between authors and researchers so as to achieve agreement and understanding. It observes that the methodological approach of the action research is incorporated into a significant number of studies from the perspective of school inclusion that mainly problematizes the continuing education of teachers and the teaching practice. It makes the theoretical-methodological arguments for the action research emerge from the dialogue between the authors and researchers: the relationship between authors (researchers) and actors (context participants); the roles attributed to these subjects; the constitution of the research question; the action research dynamics; and the dialectics between the understanding and transformation of reality. Through discussions among the authors, the study reveals that these presuppositions are used in different ways during the investigation, because of the different ways in which these authors conceive action in the action research process. It shows that, when the actions are carried out through communicative acting, there is a search for mutual understanding that can evolve into normative agreements by means of shared intersubjectivity. In this case, the action research process is carried out through critical and collaborative self-reflection. From a different perspective, when the actions are guided by the strategic acting, they are carried out based on individual interests materialized at intervention levels which focus on predefined results. The study verifies that, from the first perspective, the occurring changes begin as a process and tend to transcend immediacy, achieving the socio-political sphere. From the second perspective, the changes tend to be immediate and pragmatic. It is possible to consider that, in the Special Education field and from the school inclusion perspective, action research contributes mainly to a feasible collaborative and collective work in the school context. As far as future analyses are concerned, the study shows the importance of constructing knowledge based on reflections and actions with the other so as to understand the path of the research process

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