Mestrado em Ensino, Educação Básica e Formação de Professores

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17480

Nível: Mestrado Acadêmico
Ano de início: 2016
Conceito atual na CAPES: 3
Ato normativo: Homologado no Parecer CES/CNE nº 487/2018, da Câmara de Educação Superior do Conselho Nacional de Educação, e no Parecer nº 00049/2019/CONJURMEC/CGU/AGU, da Consultoria Jurídica junto ao Ministério da Educação, proferidos nos autos do Processo nº 23001.000335/2018-51. Divulgado na portaria 609 (14/03/2019) e publicada no DOU (18/03/2019- Edição 52/Seção 1/pg 63).
Periodicidade de seleção: Anual
Área(s) de concentração: Ensino
Url do curso: https://ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC/detalhes-do-curso?id=1041

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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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    Atividades de educação ambiental na educação de jovens e adultos do centro prisional feminino de Cachoeiro de Itapemirim-ES
    (Universidade Federal do Espírito Santo, 2024-06-07) Costa, Denize Gomes Duarte; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; 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; 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/
    Environmental education becomes effective only when it encourages individuals to develop a critical perspective on environmental issues. In this process, the teacher acts as an active mediator, enabling opportunities for students to engage with knowledge about problems affecting the environment. This study aimed to analyze the contributions of environmental education activities, using educational games, films, and documentaries, to the teaching and learning of the following subjects: greenhouse effect, global warming, climate change, environmental balance, and socio-environmental responsibility, in the final grades (7th and 8th) of the second segment of Youth and Adult Education (EJA), at the Women's Prison Center (CPFCI) in Cachoeiro do Itapemirim-ES. It was a qualitative research of an applied nature, configured as action research, employing exploratory methods. The target audience was the students of CPFCI, who are part of the State Elementary School “Professora Inah Werneck.” Data collection occurred in three ways: through participant observation, questionnaires, and discussions in conversation circles. The data produced were analyzed in accordance with the frameword of Barbier (2004) and Prodanov and Freitas (2013). The results demonstrated that the methodology used is efficient in advancing teaching and learning when well-planned and grounded in concepts and the application of activities in a relaxed and active manner, involving students in all stages of its implementation. In conclusion, it can be said that the educational resources used were highly effective and can be utilized by other researchers, as they stimulated the students’ interest in the applied content, leading them to participate effectively and engagingly at all times, thereby ensuring the assimilation of the material covered
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    Jogos digitais no ensino das operações da matemática escolar e a construção de conhecimentos matemáticos
    (Universidade Federal do Espírito Santo, 2024-07-30) Galo, Charlene Onhas; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Oliveira, Alana Nunes Pereira de ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Gualandi, Jorge Henrique ; https://orcid.org/; http://lattes.cnpq.br/; Grossi, Flávia Cristina Duarte Pôssas ; 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/
    The general objective of this research is to analyze the use of digital games in the teaching of mathematics, with regard to the possibility that this resource can contribute to the construction of mathematical knowledge in a 6th-grade class of Elementary School. As theoretical support, studies by authors regarding the use of digital games as a teaching tool were primarily discussed, as well as those that emphasize the use of digital technologies in mathematics education. The research is qualitative in nature and took place during the months of September and October of the 2023 academic year, with students from a 6th-grade class of Elementary School. The research was developed over six meetings, with the first one involving the application of a written diagnostic assessment task, followed by a questionnaire completed by the students to obtain information about the integration and use of digital games in mathematics classes. During the subsequent four meetings, a workshop was held in the school’s computer lab with three digital board games focusing on the four basic mathematical operations. In the final meeting, students participated in a discussion circle as a methodological proposal, promoting dynamic and productive communication about the processes. As a result, the students exhibited a playful relationship with the games, which in turn proved to be effective educational tools in addressing the students’ learning difficulties. It was found that the use of digital games enhanced the construction of mathematical knowledge, dynamizing and bringing playfulness to the process of teaching and learning mathematics for students from a municipal school in Cachoeiro de Itapemirim, located in the southern region of the State of Espírito Santo
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    Tudo que se planta..., se colhe : a formação continuada de professores e a construção do conhecimento agroecológico em escolas famílias agrícolas do Movimento de Educação Promocional do Espírito Santo (MEPES)
    (Universidade Federal do Espírito Santo, 2024-07-05) Fernandes, Aline Gomes; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; 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; 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 work aims to understand the process of building in the context of rural education, focusing on agroecological knowledge, among teachers who work in Family Agricultural Schools (EFAs) of the Promotional Education Movement of Espirito Santo (MEPES), in the southern of Espirito Santo. The research justifies itself by the importance of understanding the training process of teachers, weather they have initial training in Agroecology or not. The methodology employs a qualitative approach, based on Paulo Freire ideas, and is conduct by life history. The research participants include six teachers currently working in Family Agricultural Schools (EFAs) who adopts an agroecological perspective in their teaching practice. These schools are: Family Agricultural School of Cachoeiro de Itapemirim, Family Agricultural School of Castelo, and Family Agricultural School of Ibitirama. As methodological approach, the life history method was adopted, employing interviews as data collection instrument. The interviews were recorded and then transcribed to be analyzed and interpreted from the methodological perspective of content analysis, and underwent the necessary treatment for text production. As a conclusion, it is clear that the teacher training focused on building agroecological knowledge, as provided by the Centre for Formation of Promotional Education Movement of Espirito Santo (MEPES), along with continuing education, is crucial for promoting safe practices that respect agroecological principles and value the biological and cultural diversity. Furthermore, continuing education offers benefits beyond professional development, also contributing significantly to the personal growth of teachers
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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