Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
Telefone: (28) 3552 8731
URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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    A influência da colonialidade no currículo de uma escola de ensino fundamental de Cachoeiro de Itapemirim/ES
    (Universidade Federal do Espírito Santo, 2024-07-12) Tesch, Euza Alves de Souza; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Brandão, Helen Pessoa Moura; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Ribeiro, Flávia Nascimento ; https://orcid.org/; http://lattes.cnpq.br/; Vieira, Máglis ; https://orcid.org/; http://lattes.cnpq.br/; França, Marileide Gonçalves ; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; https://orcid.org/; 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 aims to analyze the relationship between coloniality and the curriculum in a primary school in Cachoeiro de Itapemirim/ES, seeking to map the resistance movements to this form of epistemological domination. The specific objectives were: a) to analyze the school’s Political Pedagogical Project with the aim of identifying the curricular conceptions embedded in the document; b) to investigate teachers’ understanding of the curriculum and coloniality; c) to discuss pedagogical practices that include Afro-Brazilian knowledge; and d) to analyze the curricular movements/practices that take place in the daily life of a municipal school. Therefore, the dissertation discusses how coloniality is present in the school’s daily life, through the lack of a decolonial curriculum that addresses historical issues related to the struggles of Black people and other groups to claim their place in society. To support the analysis of the theme of this research, we drew on authors such as Ferraço (2011), Gallo (2013), Silva (2022), Quijano (2007; 2010), Walsh (2007, 2009, 2015), Mignolo (2005), and others. The choice of these theorists allows us to deepen our understanding of coloniality, encompassing its influence on Education, specifically in the school curriculum. In this research, we observed that discussions about Afro-Brazilian and Indigenous cultures are rare in schools, despite being an extremely relevant subject that impacts several aspects of students’ lives. To support this work, we adopted a qualitative research approach, specifically the cartographic intervention-research methodology. Thus, the analysis took place throughout the research, during data production, and in dialogue with theoretical interlocutors. The subjects involved in the research were 21 students from the 2nd-year morning class and 13 school teachers, including the school administrator and the pedagogues. For data production, we used tools such as observation, field notes, conversation networks, and document analysis. The analysis of the school’s Political Pedagogical Project indicated that this document needs to be revised for its functionality to be effective. However, we also observed the absence of curricular planning aimed at building decolonial practices, as well as some resistance movements that occur individually by teachers and students. The conversation networks revealed a diverse understanding of what the curriculum is, but there is a consensus among teachers that the curriculum must respect students’ realities and that there is always something that needs to be expanded. When analyzing the data produced in the conversation networks, we identified specific clues pointing to the intention of implementing a decolonial curriculum in the school. We also observed a desire among the teachers to implement a decolonial approach in the school, on the condition that it stems from collective planning and is developed at the beginning of the year. Moreover, during the research process, we mapped teaching movements opposing the imposition of the BNCC (Common National Curricular Base). The study, therefore, highlights the lack of implementation of Laws No. 10.639/03 and No. 11.645/08 in the participating public school, in the construction of new practices against a “whitened” curriculum. Thus, we observed the presence of racism in the school’s daily life, but some resistance movements are taking place, albeit sporadically. Finally, we verified the need for initial and continuing teacher education within an educational policy aimed at a decolonial curriculum
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    Uma composição cartográfica linguística : reflexos da colonialidade no processo de formação curricular da língua portuguesa
    (Universidade Federal do Espírito Santo, 2024-07-11) Santos, Poliana Boone dos; Bortoleto, Edivaldo José ; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Brandão, Helen Moura Pessoa ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; França, Marileide Gonçalves; https://orcid.org/; http://lattes.cnpq.br/; Valtão, Rosana Carvalho Dias; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; https://orcid.org/; 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 aimed to investigate how coloniality is established in the formation of the curriculum and the curricular practices of Portuguese Language in a state school located in the city of Alegre, in the interior of the State of Espírito Santo. Therefore, we decide on qualitative research, adopting cartography as a methodological tool. To outline this research, we employed semi-structured interviews, document consultation, field diaries, and conversation networks. The development of this text was shaped alongside powerful agents: the Portuguese Language teaching staff and a 9th-grade class from elementary school. Given the cartographic nature of this research, its analytical corpus is a processual composition, an integrating of the semi-structured interviews with the consultation of the National Common Core Curriculum, but mainly with the Curricular Guidelines of the State of Espírito Santo for the Portuguese Language discipline, as well as the students’ voices in the conversation networks. Regarding the theoretical framework, in outlining the theoretical reference for the study of language, we recognized the need for both a critical and decolonial theoretical approach. Moreover, we emphasize that this text is situated within the field of post structuralist research, and thus we seek to address the curriculum from a post-critical perspective aligned with a decolonial outlook. This research dialogues with authors from Critical Applied Linguistics, such as Lopes (2008) and Zolin-Vesz (2017), and from Decolonial Linguistics, notably Walsh (2009). Concerning decoloniality, our theoretical framework sources on the works of Mignolo (2008, 2017, 2020); Maldonado-Torres (2018); Fanon (2008); Quijano (2005), and in relation to curriculum studies, we interact with Alves (2013, 2014), Carvalho (2012), and Ferraço (2017). Thus, this study addresses the theme of coloniality and its intersections within the curriculum, influencing Brazilian linguistic education, particularly in the public sector, from a theoretical perspective that clearly opposes this phenomenon. That said, throughout our research, we observed that coloniality emerges through curricular constructions. However, we have noted subtle curricular contributions for minority groups, considering their struggle and resistance in favor of improvements through legal means. Regarding curricular documents such as the BNCC and the Curricular Guidelines from the State Department of Education, we found that external evaluations have played a significant colonizing role in teaching practices. Nevertheless, we emphasize the need for decolonial curricular practices, especially concerning Portuguese Language teaching, that focus on incorporating both linguistic and cultural diversity to break away from the Eurocentric epistemic hegemony