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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Navegando Mestrado em Ensino, Educação Básica e Formação de Professores por Autor "Anastácio, Simone Aparecida Fernandes"

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    Ensino colaborativo e o processo escolarização de estudantes com deficiência intelectual
    (Universidade Federal do Espírito Santo, 2024-02-21) Carastro, Luana Balma; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/4220074008880698; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Pimentel, Susana Couto ; https://orcid.org/; http://lattes.cnpq.br/6636602535604435
    Collaborative teaching has been identified as an important proposal for pedagogical action for the school inclusion of students with disabilities. From this perspective, this study analyzed the work carried out between the special education teacher and the regular class teacher, in the schooling process of students with intellectual disabilities, through collaborative teaching. This is a participatory research, with the researcher as co-teacher and as research subjects a Portuguese language teacher, working in the regular class, and four students with Intellectual Disabilities from a state public school in the Caparaó region of Espírito Santo. Observation, joint planning with the teacher, journal diary and semi-structured interview were used as data production instruments. The assumptions that supported this research are based on the historical-cultural epistemology of Vygotsky (1896-1934) to understand the development of students with intellectual disability and the processes of mediation, in the conceptualizations presented by Capellini (2004, 2018), Capellini and Zerbato (2019) about collaborative teaching, in addition to discussions about public policies and school inclusion. The results indicate that the main difficulties perceived for the development of collaborative teaching are directly related to the way in which the educational policy itself is organized and reflected in the school organization, pointing, mainly, the lack of time for collaborative planning. However, non-formal planning were an immediate solution to alleviate the situation, emphasizing the role of management that contributed so that collaborative practices becoming present and the importance of moments of collaboration, which were formative means for teachers. In view of these aspects, it is necessary to reflect on the practices developed regarding school inclusion, with the appreciation and encouragement of collaborative practices, understanding that students with intellectual disabilities recognize themselves in this context and must have their needs met and their potential valued, considering that the right to quality education is for everyone and noting that collaborative teaching is essential to guarantee that right
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    Financiamento da educação especial : um olhar para a escolarização dos/as estudantes surdos/as e com deficiência auditiva
    (Universidade Federal do Espírito Santo, 2024-09-20) Leite, Charles de Castro; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0009-0002-9226-3926; http://lattes.cnpq.br/4133496406385080; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Prieto, Rosângela Gavioli ; https://orcid.org/0000-0003-4013-1163; http://lattes.cnpq.br/9335359966061935; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305
    The right to education is ensured for students eligible for special education services, preferably in regular classes within the mainstream school system. However, to make this a reality, it is necessary to consider education funding policies. In this context, the schooling of deaf and hard of hearing students must be considered, which, in the advocacy efforts of the disability rights movement, is based on guaranteeing the right to education in Brazilian Sign Language (Libras). Given this scenario, our general objective is to investigate the funding of special education in the Municipal School System of Cachoeiro de Itapemirim-ES, in relation to the schooling process of deaf and hard of hearing students, from 2018 to 2022. As a theoretical foundation, we adopt the contributions of authors such as Araújo, Cury, Jannuzzi, Mazzotta, Kassar, Damázio, Dorziat, Damázio and Alvez, Oliveira, Salvador, Melchior, França, and Prieto. This research is qualitative in nature (Lüdke; André, 2017), of a documentary type, with content analysis. As a result of our study, we identified that special education was included in the municipality's budget planning from 2018 to 2022. Regarding the funds allocated to education, we observed the financial dependence of the municipality on resources from federal entities, with 71% of the funds coming from constitutional transfers and only 29% from municipal revenues. This highlights the importance of these transfers for the composition of municipal revenue and ensuring the provision of basic education. We raise concerns about the absence of special education in the Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação revenue statement, which constitutes a weakness in the transparency of resources for the maintenance and development of special education. In the analysis of expenses related to education, we infer that the "Education" function had the highest liquidated expense (29%) when compared to other functions. Regarding the subfunctions of the "Education" function, we infer that the subfunction with the highest expenditure of funds was "Early Childhood Education" (54%), followed by "Primary Education" (44%), and subsequently "Special Education" (2%). Concerning the "Special Education" subfunction, we observed variations in the records of information about the expense elements listed in MDE, which did not allow us to fully understand the actual amount of resources allocated to special education. Regarding the resources allocated to the schooling process of deaf and/or hard of hearing students, we did not find specific details in the analyzed documents. However, these students are eligible for special education and are therefore included in the special education funding of the municipality of Cachoeiro de Itapemirim-ES. To initiate the discussion on the per-student/per-year cost related to specialized educational services for deaf and hard of hearing students, an estimate of the actual per-student cost was made, focusing on the remuneration of professionals working in this service. The estimated actual per-student/per-year cost was R$ 24,816.99 for the PEB-B-D.A. teacher (25h) and R$ 1,266.71 for the PEB-B-SRM teacher (25h), equivalent to R$ 2,068.08 and R$ 105.56 per month, respectively. These figures indicate a high actual per-student/per-year cost for deaf and hard of hearing students in the municipality, considering the organization and performance of the PEB-B-D.A. teacher per student and school. Thus, we observed that the municipality allocated funds for special education funding during the period from 2018 to 2022, which includes resources for ensuring the schooling process of deaf and hard of hearing students. However, the study points to the need to ensure transparency in financial data for effective planning, execution, and monitoring of public resources, as well as reflection on the organization of specialized educational services for deaf and hard of hearing students. This includes considering the importance of the meeting of deaf peers for the formation of deaf identity, as well as the need for specific training for professionals working in specialized educational services in multifunctional resource rooms. Lastly, we emphasize that ensuring the right to education requires public policies and funding to guarantee a quality standard for all students
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    Gamificação e ensino de Ciências : possibilidades e desafios em uma turma de 7º ano da rede pública de Anchieta (ES)
    (Universidade Federal do Espírito Santo, 2024-08-05) Carlos, Fabiane Lima; Souza, Luceli de ; https://orcid.org/0000-0001-7121-9059; http://lattes.cnpq.br/8782112208959493; https://orcid.org/0009-0007-8740-7274; http://lattes.cnpq.br/1487705463666979; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Ferrari, Gláucia Maria; https://orcid.org/0000-0002-0792-3436; http://lattes.cnpq.br/3303478794967123
    Thinking about new methodological approaches that enhance the teaching and learning process is a challenge for contemporary society. The advent of new technologies and the adaptation of young people to these resources have led education to undergo transformations to align with new realities. Active methodologies, such as gamification, have been gaining acceptance in the educational context by using game elements to promote engagement, motivate, and inspire interest in learning. In this perspective, the objective of the research is to investigate whether the use of gamification with digital technology as an active methodology contributes to the teaching and learning process in Science and to identify the factors that may obstruct its application. The methodology employed was a qualitative approach in the form of a case study. For data collection, semi-structured interviews, questionnaires, in loco observation, group discussions, and field diary were utilized. The participants of the research included one teacher and twenty-five 7th-grade students from a public school in the municipality of Anchieta (ES). The data were discussed based on Bardin's Content Analysis. The research results indicated that the participating teacher regularly updates her professional trajectory, is well-versed in the subject, and provides varied lessons in her teaching practice. She understands gamification as a collective game, with or without the use of technologies, offering possibilities for interdisciplinarity and, consequently, more dynamic lessons that can encourage student participation. As challenges, she highlights the lack of involvement of fellow teachers, the need to revise rules to avoid competitiveness and prioritize reasoning and knowledge in this type of approach. The students, on the other hand, use gamification across various subjects but are unfamiliar with the term. The experience provided by Kahoot brought to the classroom a way to approach scientific content differently, stimulating engagement and motivation so that everyone could participate in the process. As difficulties, they emphasized the limited time for them to answer the proposed questions, which may lead to errors during gamified activities, as well as internet connection issues, causing videos and Chromebooks to stop functioning. It was also evident that the use of gamification in the school environment requires teacher training, planning, investments in school infrastructure, technological resources, and a reformulation of the teaching hours to include gamification within the active methodologies to be employed in teaching practice, contributing to the learning process of diverse students
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    Materialização da BNCC : um estudo de caso a respeito das transformações curriculares e da disciplina de geografia para os anos finais do ensino fundamental
    (Universidade Federal do Espírito Santo, 2024-06-18) Rezende, Jane de Oliveira; Weiss, Andréia ; https://orcid.org/0000-0002-3513-1858 ; http://lattes.cnpq.br/1498649423330714 ; https://orcid.org/0009-0005-0453-2113 ; http://lattes.cnpq.br/5911091138284976 ; Oliveira, Ana Caroline Amorim ; https://orcid.org/0000-0002-9337-6335 ; http://lattes.cnpq.br/6279006668275644 ; Valtão, Rosana Carvalho Dias; https://orcid.org/0000-0003-3386-8773 ; http://lattes.cnpq.br/6514424032303920 ; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748 ; http://lattes.cnpq.br/0532528200582514
    The National Common Curricular Base (BNCC) is a Brazilian normative document that delineates the competencies all students must develop throughout the various stages of Basic Education. As a normative document, upon its promulgation, it became the national reference for curriculum reform within educational systems. Considering these elements, this research aims to investigate the modifications made to the Geography curriculum in the final years of Elementary Education following the implementation of the BNCC, according to the perceptions of the Geography teacher and the pedagogical coordination advisor, both working at a state school in the municipality of Alegre, located in the Caparaó microregion, in the State of Espírito Santo. The theoretical framework is based on critical authors such as Frigotto (1986), Libâneo (2016, 2018), Pina and Gama (2020), Saviani (2020), and Zank and Malanchen (2020). The methodology is supported by a qualitative case study approach, rooted in historical critical pedagogy. Data production instruments included document analysis, semi structured interviews, participant observation, and a field diary. Data analysis was based on content analysis. It was found that the implementation of the Geography curriculum, developed in accordance with the BNCC, was influenced by a technicist and instrumental proposal of the competencies of the learning-to-learn pedagogy, aimed at meeting the minimum content assessed in external evaluations to form creative, entrepreneurial, and flexible individuals who satisfy the demands of the labor market. This resulted in the working class experiencing a loss of systematic knowledge
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    O processo de formação inicial de professores no município de Alegre-ES: A compreensão dos discentes sobre a educação especial
    (Universidade Federal do Espírito Santo, 2021-09-29) Lordeiro, Mariana Aparecida; França, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0000-0002-3398-6377; http://lattes.cnpq.br/7775589424759696; Victor, Sonia Lopes; https://orcid.org/0000-0002-9492-6933; http://lattes.cnpq.br/2432786277131614; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305
    The objective of this work was analyse different degree students’ understanding about Special Education in graduation courses at Universities, in the city of Alegre-ES. Theoretical basis to discuss about teachers training is based on Gatti, Saviani, Scheibe and Netto; articulated the contributions of Jannuzzi, Garcia and Michels, to think over Special Education, on the Inclusive Education perspective, in the initial teachers’ training. In this way, this paper carried out a qualitative research as a case study type. The instruments used to produce information were questionnaires that were applied on final degree students from three Universities in the city of Alegre-ES; and the document consultation was made on the curriculum matrices of these graduation courses. The content analysis was used to analyse the data. Based on the analysis, it was possible to observe that the Special Education is on the curriculum of all three Universities, as a priority on the compulsory subjects of the Special Education field. However, the degree students point out the need for this topic to be more covered and deepened discuss during the course, in other subjects of the curriculum matrices or in the specific subjects of Special Education. Regarding to the students’ comprehension about Special Education, it can be pointed its articulation with the school inclusion process, respect for differences and accessibility. The students highlight the importance of theoretical-pratical knowledge faced to the schooling process of the target audience of Special Education in the initial training process. In reference to the way this theme is covered during the degree courses, most degree students consider it adequate, however, they point out the absence of specific training and little experience of teachers in the field. Furthermore, they highlight that the didactic is adequate using different methodological strategies. In the meantime, different methods are proposed based on case studies, problem-situations and practices that promote contact with the target audience in Especial Education in schools. In this way, this study points the importance and need to (re) think the place of Special Education on the initial training of teachers in order to provide the construction of knowledges that enable the development of inclusive educational practices from the future teachers to all students.
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    Políticas públicas de educação especial : um olhar para o atendimento dos estudantes com transtorno do espectro autista nas escolas do Caparaó capixaba
    (Universidade Federal do Espírito Santo, 2024-09-30) Costa, Suélen Rodrigues de Freitas; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0009-0003-6581-0864; http://lattes.cnpq.br/6339735839658429; França, Marileide Gonçalves; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612
    This text presents the results of a master's research project linked to the School Practice, Teaching, Society and Teacher Training line of the Postgraduate Program in Basic Education and Teacher Training (PPGEEDUC) at the Federal University of Espírito Santo (UFES). The general objective was to analyze how education and special education policies are configured for students with Autism Spectrum Disorder (ASD) in the municipalities of Guaçuí, Ibitirama and Iúna, in the Caparaó Capixaba region. The considerations and interpretations that emerge from this research are based on the assumptions of historical-dialectical materialism, based on the historical-cultural approach and historical-critical pedagogy, based on the studies of authors such as Garcia (2013, 2016), Kassar (2011, 2014, 2023), Prieto (2006), Saviani (1999, 2003, 2008, 2009, 2014), Vygotsky (1983, 1989, 2006, 2010). Methodologically, it is based on qualitative research, of the case study type, with documentary analysis and semi-structured interviews focused on municipal Special Education policies. Three special education teachers, four regular classroom teachers, three pedagogical coordinators, a pedagogue and three representatives from the education departments responsible for special education in each municipality took part in the research. The data analysis follows elements of Bardin's (1977) content analysis technique. The results obtained indicate an exponential growth in the number of enrolments of students with ASD in the municipalities investigated. However, we also found a managerial logic of education and the insufficiency of the state to guarantee minimum Special Education policies, which culminates in an educational offer that does not meet the needs of students and often contributes to their exclusion even within the school, due to compromises related to financial planning, transparency of data and accessibility resources, adequate practices and qualified professionals. In the three municipalities investigated, we found that there have been moves to improve the provision of Special Education. However, the actions taken are still very simple when compared to the needs presented. We found weaknesses in the teacher training process and in the relationship between the university and the municipal networks, and there is a need to establish/strengthen links between these bodies through training and projects. The data also indicates the need to carry out research in the other municipalities in the Caparaó Capixaba region, delving deeper into issues related to funding for Special Education. These observations indicate the need to reformulate public policies in the municipalities investigated, through investments in infrastructure, teacher training and more precise guidelines for school inclusion