Ensino, Educação Básica e Formação de Professores

URI Permanente desta comunidade

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

Navegar

Agora exibindo 1 - 20 de 82

O Parque Estadual da Cachoeira da Fumaça sob o olhar de alunos visitantes e seus monitores
(Universidade Federal do Espírito Santo, 2019-06-27) Barbosa, Manoel Augusto Polastreli; Oliveira, Juliana Rosa Do Para Marques de; https://orcid.org/0000-0003-3134-5784; http://lattes.cnpq.br/5546014514021118; https://orcid.org/0000-0003-1162-0670; http://lattes.cnpq.br/8123623831238907; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Sattler, Marcos Antonio; https://orcid.org/; http://lattes.cnpq.br/0756816910234198
The non-formal places of education are important environments to the development of the learning process. In many cases, the experiences that took place in these sites enable the students to come closer to the object and/or the content studied inside the classroom. One of these places, Parque Estadual da Cachoeira da Fumaça was selected to the development of this study. The site is a Conservation Unit, placed between the cities of Ibitirama and Alegre, state of Espírito Santo. One of its main operation is the visitor‟s reception by the monitors in order to perform an environment interpretation, among them, there are students at every school levels. Besides the non-formal space of education, the researched environment also protects an infinity of the flora and fauna species, thus, the following issue was raised: what are the Middle School student‟s perceptions regarding the activities developed in the Parque Estadual da Cachoeira da Fumaça, as well as regarding the monitors from the Conservation Unit who develop such actions? To this end, the established overall goal is to analyze the activities developed by the Parque Estadual da Cachoeira da Fumaça from its monitors and the Middle School students‟ perception. Eighty Middle School students and the two monitors of the respective Conservation Unit who visited the Parque Estadual da Cachoeira da Fumaça between October and November 2018 participated in the research. The data collection occurred through observations performance by the researcher of activities developed in the Parque Estadual da Cachoeira da Fumaça along with the visiting students, besides the application of a survey among the students and monitors. The results obtained were discussed face the literature brought on the theoretical background and used due to the drafting of a final report, which is considered the product of this work and it is going to be delivered to the administration of the Conservation Unit. Through this study, it was possible to assert a positive evaluation from the students and monitors regarding the three activities developed during the site visit: lecture, flannel graphs and interpretative trail. The students considered the Conservation Unit an important space of environmental preservation, once they had contact with nature and got closer to the content studied inside the classroom. The Parque Estadual da Cachoeira da Fumaça develops a work aiming the environment preservation, and it is considered a non-formal space of potential education regarding the human formation and the strengthening of formal space versus non-formal space relations. In a word, the dissemination and acknowledgment of this work, mainly by the schools and teachers are of the utmost importance. The usage of the Conservation Unit allows the visitors the acknowledgment of the environmental preservation relevance, which means scholar groups, aiming to sensitize such citizens regarding the environmental issues, should pursue it more intensely, enabling the learning of a myriad of contents related to the teaching of Science.
A educação ambiental sob o prisma da representação social de licenciados em cursos das ciências da natureza
(Universidade Federal do Espírito Santo, 2019-08-27) Freitas, Rafael Almeida de; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0001-9286-7610; http://lattes.cnpq.br/2494386306555208; Ferreira, Carolina Demetrio; https://orcid.org/0000-0002-1152-6791; http://lattes.cnpq.br/0105954451984447; Filho, Gilson Silva; https://orcid.org/0000000153131424; http://lattes.cnpq.br/1040363193594196
Life in society and the rational capacity of the human being contributed to the organization of a scenario of reflections on the needs that the environment of which we are part of, requires. Through meetings, events and the formulation of public policies, the concern with the environment was inserted into the context of Education, in a field called “Environmental Education”. Despite the proposals and guidelines on the subject, their assimilation by society is influenced by the experiences of each person and the context to which they belong, changing the appropriation and representation of Environmental Education, giving it different characteristics that result from the formative trajectory of each individual. The objective of this research was to investigate Environmental Education through the Social Representation of undergraduates in Natural Sciences courses (Chemistry, Physics and Biological Sciences). The Theory of Social Representations was adopted as a theoretical methodological framework, which led to the collection and analysis of data obtained through the application of questionnaires to students entering the mentioned courses, at the Federal University of Espírito Santo - Alegre. The results point to the existence of a social group among the undergraduates, which is structured in four terms that make up the Central Nucleus. The Social Representation of the undergraduates includes elements that resemble the different conceptions/strands of Environmental Education and are related to the formative trajectory of the social group components. The group's social representation is structured around the terms “preservation”, “pollution”, “awareness” and “recycling”, which characterize, organize and structure the group's representation in relation to environmental education. It was also observed that there is evidence that make it possible to connect the Teaching of Natural Sciences and Environmental Education, based on the ideas pointed out by the undergraduates, reaffirming and reinforcing potential discussions involving Scientific Education and Environmental Education.
A utilização do método peer instruction em aulas de matemática no ensino médio
(Universidade Federal do Espírito Santo, 2019-08-28) Ravera, Tercio Costalonga; Erthal, Joao Paulo Casaro; https://orcid.org/0000000335782340; http://lattes.cnpq.br/4049290999036716; https://orcid.org/0000-0003-0672-1098; http://lattes.cnpq.br/; Fernandes, Tharso Dominisini; https://orcid.org/; http://lattes.cnpq.br/0261398635068045; Werner, Elias Terra; https://orcid.org/0000-0001-7781-4342; http://lattes.cnpq.br/3268068963656927
Students' difficulties in learning math subjects are notorious for many teachers in the field. In order to reduce these difficulties, researchers have developed teaching proposals that help the teacher to make the content more attractive to learners, promoting debates, dialogues and class participation. However, based on research that reveals the rate of students with problems learning mathematics, we can see that. The volume of publications in the area is low in relation to the need for research. Therefore, this research was carried out with the active methodology Peer Instruction, coming from the area of Physics teaching and little known in Brazilian journals for the process of teaching and learning in Mathematics. Thus, the objective of this research was to use and evaluate the active methodology Instruction by Colleagues, applying it in the contents of the first grade of high school, aiming to analyze its contribution to the process of teaching and learning in Mathematics, as well as its viability. and use in the classroom. The research was carried out at the President Getulio Vargas State School of Elementary and High School, located in Cachoeiro de Itapemirim, with first grade students and were worked with percentage content and simple interest, bringing positive results that suggest new method implementations.
Espaços não formais de ensino como estratégia para práticas de educação ambiental nas escolas públicas de Guaçuí/ES
(Universidade Federal do Espírito Santo, 2019-08-29) Correa, Mariana Spala; Werner, Elias Terra; https://orcid.org/0000-0001-7781-4342; http://lattes.cnpq.br/3268068963656927; https://orcid.org/0000-0002-0217-3728; http://lattes.cnpq.br/5627417974328751; Pecanha, Anderson Lopes; https://orcid.org/0000-0001-8029-0092; http://lattes.cnpq.br/6011630397289924; Sattler, Marcos Antonio; https://orcid.org/; http://lattes.cnpq.br/0756816910234198
The educational process can take place in both formal and non-formal teaching spaces. The acquisition of new knowledge, especially in an environmental aspect, should not be limited to formal teaching spaces only. There are other spaces that, together with the school, contribute to an education with new horizons and perspectives, contributing to a critical and reflective discussion of Environmental Education, as well as the construction of values and responsible attitudes towards the environment and the socioeconomic development with the environment. sustainable. Considering Environmental Education as a cross-cutting theme that should be present at all levels of education and knowledge areas, the question arose as to how non formal teaching spaces are explored for Environmental Education by teachers of public schools in the municipality of Guaçuí/ES. The aim of this research was to investigate the relationship of Environmental Education with non-formal teaching spaces from the perspective of these teachers. We realize the need to build a citizenship education and expand teaching spaces, through continuous and permanent reflective and critical learning, from the use of non-formal teaching spaces in Environmental Education practices and actions, based on the ideas of Paulo Freire. We conducted a qualitative research, based on the application of a questionnaire and interview, aiming to obtain information regarding the understanding, approach and perspective of these teachers in relation to Environmental Education and non-formal teaching spaces. The results point to a conservationist view of teachers in relation to Environmental Education, which reflects the use of the textbook as the main pedagogical resource and the classroom as the main place to approach this theme. The understanding of non-formal teaching spaces as environments outside the school whose purpose is related to practical activities and as main difficulties in the development of activities on environmental themes in non-formal teaching spaces, lack of transportation, financial resources and extensive curriculum.
O ensino de microbiologia e sua relação com a formação docente, atividades práticas e livro didático
(Universidade Federal do Espírito Santo, 2019-08-30) Coelho, Luiz Carlos de Queiroz; Ferreira, Carolina Demetrio; https://orcid.org/0000-0002-1152-6791; http://lattes.cnpq.br/0105954451984447; https://orcid.org/; http://lattes.cnpq.br/1569342428018898; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748 ; http://lattes.cnpq.br/0532528200582514; Garcia, Junia Freguglia Machado; https://orcid.org/; http://lattes.cnpq.br/5889291921323079
Formação docente à luz das narrativas (auto) biográficas
(Universidade Federal do Espírito Santo, 2019-09-03) Abreu, Roberta da Costa; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/; http://lattes.cnpq.br/8230662779922812; Bedim, Jucara Goncalves Lima; https://orcid.org/0000-0001-6583-1604; http://lattes.cnpq.br/4892898369364236; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714
The aim of this study is to investigate the reflexive process in the scope of experiences tried out by students of Chemistry Graduation course that take part of PIBID – Institutional Program of Initiation to Teaching Scholarship – UFES Campus Alegre – ES, in the light of (auto)biographical narratives. The (auto)biographical narrative writing procedure makes the participants think their experiences over on the formation process.. For this study, the area analyzed to be observed and have further development of the research was the PIBID from the Chemistry College Degree (UFES Campus Alegre – ES). From the whole individuals selected initially, three research participants were elected for analysis: one (01) scholarship holder, one (01) instructor and one (01) professor. The qualitative methodology begins then having as its research instrument the semi structured narrative interviews by orality and for analysis, the softwares R-studio and Iramuteq were facilitating tools and Content Analysis (BARDIN, 1977), our review reference. The results pointed it is possible to consider that the experiences in practicing and its recalling process by (auto)biographical narratives enable the students to reflect the formation process, resignifying themselves in a way to appropriate this formation in order to become a reflexive teacher.
A gestão de educação especial e a formação continuada da rede municipal de ensino de Marataízes/ES: a pesquisa-ação em foco
(Universidade Federal do Espírito Santo, 2019-09-03) Silva, Nazareth Vidal da; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-8499-5089; http://lattes.cnpq.br/5614440888121268; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Alves, Edson Pantaleao; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871
The purpose of this work is to assess education professionals’ continuous formation and its connections with the modality special education under the school inclusion per spective. It seeks to understand special-education management, using critic collabo ration in the constitution of movements for continuous formation with/for professionals of the municipal public education system of Marataízes, ES, Brazil, under the school inclusion perspective. Theoretical contributions were the supposals of Communicative Action Theory, by German philosopher and sociologist Jürgen Habermas, using the epistemologic-methodologic perspective of critic-collaborative research-action, depart ing from critic-collaborative self-reflection principles. Participants were Municipal Edu cation Board staff, principals, pedagogues, ordinary-class teachers, special-education teachers, and university researchers. Study-reflection groups (the formation-assess ment group ‘Special Education Course under the Marataízes Inclusion Perspective’ and the ‘Marataízes Assessment and Research Group on Inclusive School Education’) were constituted as data-production’s main strategy; participant observation was also used, with field-diary registration, and audiotapes, later transcribed. Data were orga nized after content analysis. Analysis and interpretation are based on dialogue with theoretic-methodologic reference, besides other authors contributing for the discus sions around the themes crossing this work. Outcomes are linked to movements insti tuted for the continuous formation of education professionals, out of public managers’ actions, in partnership and collaboration with university. Thus, it is observed in the instituted formation movements that their participants see themselves as experiencing some maturation moment, belonging to and implicated in the transformation process, with perspective and concept changes about the way of doing continuous formation, and there is willingness to proceed.
As contribuições da pesquisa-ação para a elaboração de políticas de formação continuada na perspectiva da inclusão escolar
(Universidade Federal do Espírito Santo, 2019-09-03) Bento, Maria Jose Carvalho; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0001-5877-2925; http://lattes.cnpq.br/4567169453120494; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Caetano, Eldimar de Souza; https://orcid.org/; http://lattes.cnpq.br/7244218417441069; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751
This study’s aim is to analyze the contributions of critical-collaborative research-action in the construction of a continuous formation for education professionals, considering the inclusion of Special-Education target-public students in the Municipal Education System of Marataízes, ES, Brazil. This study is grounded on Jürgen Habermas’ Communicative Theory’s supposals as it seeks to sustain the methodological, epistemological and theoretical perspectives adopted. The critical-collaborative research-action is constituted after methodological and epistemological supposals, having the researcher-participant relationship as a principle for the production of knowledge through mutual understanding and sensitive hearing. It involves as its participants the research-group coordinator (Grufopees/CNPq-Ufes), two graduate students, one undergraduate student (with a scientific-initiation fellowship), and three Municipal Education Board officials from Marataízes. For data generation, strategies and instruments such as reflection-study groups, focal group, municipal files mapping, planning meetings and population statistical analysis are used, registering them in reports, voice-recording transcription, and field diaries. It indicates as result the necessity of assistance policies for Special-Education target-public with continuous formation for Education-System professionals. It evidences the research-action contributions in the processes experienced between researchers-academicians and researched-officials, mainly in the posture change from professionals, who became researchers, and in the composition of groups as a study-reflection dynamics, with elaboration of public policies. Furthermore, it signals the strength of critic-collaborative research-action in formative processes as another kind of knowledge-production rationality, no longer positivistic, but communicative, making thus possible the construction of continuous-formation policies under the inclusive schooling perspective by means of critical self-reflection.
Direito à educação e ensino superior: o caso da Universidade Federal do Espírito Santo – unidade de Alegre
(Universidade Federal do Espírito Santo, 2019-09-05) Mendonca, Gisele Aparecida Mezabarba; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0001-7322-3035; http://lattes.cnpq.br/9983592763398076; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433
The research sought to understand the implementation of the special education politics at the Universidade Federal do Espírito Santo – Unidade de Alegre, regarding access and permanence of students with disabilities, global developmental disorders and high skills / giftedness. To this end, we aim to identify the actions developed by Ufes / Alegre in relation to the inclusion of students target audience of special education; to investigate the work of attendance to the students target of the special education in Ufes / Alegre; analyze the guiding documents of the special education politics at Ufes, with a view to understanding how students with disabilities have been assisted by Ufes / Alegre; Understand through teachers' vision the inclusion of students with disabilities, global developmental disorders and high skills / giftedness. Assumes as theoretical assumption the authors who analyze the public politics of special education for the inclusion of students with disabilities, global developmental disorders and high skills / giftedness, the historical and legal aspects that deal with the right to education of this public and higher education. Therefore, the case study was developed, in a qualitative perspective, through the application of a questionnaire and semi-structured interview with the research subjects. It was found that the process that includes access and retention of students targeted by special education at Ufes / Alegre was the result of a broader process that reflects the politics for education in federal higher education institutions. We also identified that the meanings attributed to the care of PAEE students in the Alegre unit, in the teaching view, assume different meanings, since they reflect the view of a heterogeneous group, with varied academic backgrounds and professional experiences
Trajetórias de pessoas com deficiência de Jerônimo Monteiro/ES: implicações dos laudos do olhar no direito à educação
(Universidade Federal do Espírito Santo, 2019-09-09) Lima, Jovenildo da Cruz; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; https://orcid.org/0000-0002-6946-1038; http://lattes.cnpq.br/6023843685588141; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Ramos, Ines de Oliveira; https://orcid.org/0000-0003-2019-8600; http://lattes.cnpq.br/1975169078870006
The dissertation aims to reconstruct the trajectory lived by people considered to have some kind of disability in the municipality of Jerônimo Monteiro / ES - considering different historical moments - and make them dialogue with the ways the school means the process of inclusion of public students. target of special education today. It brings reflections on the implications of social diagnoses in the enjoyment of various rights, especially education. It comprises a certain corpus of knowledge that aims to help teaching units (at present) to analyze the impacts of school diagnoses (“eye reports”) on the teaching-learning processes of students with disabilities, global developmental disorders and high skills. giftedness. Dialogue with Boaventura de Sousa Santos (2006, 2007, 2008) and Lilia Ferreira Lobo (2015), as well as researchers in the field of special education. Methodologically, it is based on the assumptions of narratives and documentary research. The data collection consisted of interrelated moments: a) documentary consultation to recompose the history of the city and data related to Education and Special Education; b) survey of the subjects participating in the research through the composition of two working groups (Group 1 with people who lived with the subjects who recomposed their life trajectories, and Group 2 with teachers who work with current target audience students); c) conducting group interviews with participants in Group 1; c) application of questionnaires to the teachers of Group 2; d) organization, categorization and analysis of data. The research was conducted in the second semester of 2018 and the first of 2019, having as data collection instrument the field diary, focus group filming, interview recording and questionnaires. As a result, the study demonstrates that the trajectories of the investigated people suffered implications of social diagnoses produced from their modes of existence; whereas the difficulties encountered by society in dealing with subjects with significant differences promote exclusionary processes in a multifaceted manner; that education systems (nowadays) need to compose public policies (with emphasis on teacher education), considering that the “eye reports” produced in school collectives can promote processes of exclusion of the target public students from special education. right to learn, contrary to the Brazilian Constitution of 1988.
Olhares sobre currículo e práticas pedagógicas na escola da comunidade quilombola Pedra Branca: o ensinar e o aprender história e cultura afro-brasileira e africana
(Universidade Federal do Espírito Santo, 2019-09-09) Sampaio, Michele de Oliveira; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0000000165042058; http://lattes.cnpq.br/8733714884968574; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433; Costa, Candida Soares da; https://orcid.org/0000-0002-2371-6605; http://lattes.cnpq.br/4333588038026474
The research aimed to analyze the practices of quilombola school education, from the curriculum and pedagogical practicesin interface with the socio-cultural reality of the Quilombola Community PedraBranca, in Vargem Alta, Espírito Santo, Brazil. To support the study, we sought to support the theoretical contributions of Munanga (1996; 2009) and Oliveira (2011; 2016) to think about the concept of quilombo, as a political, social and cultural territory. Reflections on the concept of identity were supported by Hall's theory (2011; 2017). Considering the need to understand the curriculum conceptions, it was based on the theoretical contributions of Silva (2004), Sacristán (2000) and Gomes (2002; 2008; 2010; 2012; 2017); and to think about quilombola school education, the contributions of Miranda (2012; 2015), Arruti (2011) and Costa (2013). For this purpose, a qualitative research was developed, through an ethnographic case study, in a school located in a quilombola territory. Participating subjects were teachers, students, professionals from the school and the Municipal Secretariat of Education, as well as members of the quilombola community surveyed. The methodological instruments used were documentary consultation, semi-structured interview, participant observation and field diary, built from August to December 2018. For data analysis, content analysis was chosen. The research points to the need to establish a school curriculum that dialogues with the National Curriculum Guidelines for Quilombola School Education and the National Curriculum Guidelines for Ethnic Racial Relations Education and the Teaching of Afro-Brazilian and African History and Culture, Since the documents that directed the educational work of the researched school, such as the pedagogical political project and the curriculum, were based on the National Curriculum Guidelines for Rural Education. From these guidelines, it was intended to cover the universe of quilombola communities and the work with Law No. 10 639/03, in a complementary and interdisciplinary way. However, it was possible to observe that, through the relationships established between the subjects of daily school life and the community, another curriculum was formed, consisting of actions that dialogued with the history, memory, knowledge, and quilombola culture. From this perspective, the peasant curriculum began to be questioned, negotiated and resignified, considering the needs of the subjects and the community itself, as well as the knowledge and practices produced about African and Afro-Brazilian history and culture at school. Thus, the curriculum assumed different meanings and dialogued with the perspective of Quilombola School Education, influencing school practices in dialogue with the movements of relationships established in the quilombola territory. Therefore, the study points to evidence of an instituting movement of a quilombola school curriculum in an attempt to develop a democratic, multi-ethnic, intercultural and decolonizing education.
O CME NO SISTEMA MUNICIPAL DE ENSINO: UM ESTUDO SOBRE A ATUAÇÃO DO CONSELHO MUNICIPAL DE EDUCAÇÃO DE CACHOEIRO DE ITAPEMIRIM-ES
(Universidade Federal do Espírito Santo, 2019-09-11) Portinho, Diego Buffolo; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; https://orcid.org/0000000231878057; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000000194358967; http://lattes.cnpq.br/3246701331584528
This study integrates the research line School Practice, Teaching, Society and Teacher Training of the Graduate Program in Teaching, Basic Education and Teacher Training of the Federal University of Espírito Santo and aims to discuss the performance of th
O programa Escola Viva no município de Alegre: o desenvolvimento do trabalho docente a partir da perspectiva dos professores
(Universidade Federal do Espírito Santo, 2019-09-12) Gonçalves, Bianca; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Gonçalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000000194358967; http://lattes.cnpq.br/3246701331584528; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714
The present work is understood in the field of Basic Education and has as its object of study the Program of State High Schools in Single Turn , popularly known as Escola Viva Program, implemented by the state of Espírito Santo in 2015. The main object
Os desafios da atuação docente em escolas do campo no município de Castelo-ES
(Universidade Federal do Espírito Santo, 2019-09-13) Avansi, Romulo de Souza; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; https://orcid.org/0000-0003-4581-8191; http://lattes.cnpq.br/4831888703207649; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Amaral, Debora Monteiro do; https://orcid.org/; http://lattes.cnpq.br/8600829409961701
This research sought to analyze the conditions for the development of teaching performance in formal education in the context of schools in the field of the Municipal Education Network of the city of Castelo-ES, Brazil. The qualitative research, with contributions from the case study, favored the production of dialogic practices with the research subjects, with data collection from various sources, which include documentary and bibliographic consultation. It uses the bibliographic reference of Arroyo (2007, 2011), Caldart (2002, 2004, 2010, 2011), Freire (1982, 1987. 1990, 1996, 2004), Molina (2009, 2011, 2014, 2017) and others to structure the bases for reflection and understanding of the meaning of education in rural areas. The participants of the research were ten teachers from rural schools in the municipality of Castelo-ES. The methodological instruments used were documentary consultation, bibliographic reference, semi-structured interview and field diary. For data analysis we opted for data triangulation. The research points out that there are many challenges for teachers working in school spaces located in the field. Aspects such as the formation of each subject, the location of the communities where the schools are located, the social relations present in each community, among other factors, were pointed out as aspects that directly or indirectly affect their practices within these contexts. With the research it was possible to better understand the profile of teachers working in rural schools in the municipality of Castelo-ES, and the relationship of these subjects with the school and the community in which they are inserted. The research also contributed to the discussion of topics such as the school-community relationship and the teacher's role in this relationship.
A formação para a educação inclusiva nos projetos pedagógicos curriculares dos cursos de licenciatura da UFES/Alegre - ES
(Universidade Federal do Espírito Santo, 2019-09-23) Cossate, Fernanda Sobreira; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0001-5022-8810; http://lattes.cnpq.br/6889363865472384; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714
As a rule, the process of exclusion in school practice was a reality that after the declaration of human rights in 1948 became questionable and repudiated. Throughout this historic milestone, several agreements were signed, to which Brazil is a signatory, among them the Salamanca declaration. These agreements aimed to provide north that could guide the formation of the inclusive education paradigm in the different countries of the world. Many authors have sought to study and understand the differences and describe how the process of exclusion occurs from those who, because they are different, suffer the epistemicide of their ideas and knowledge in the face of the knowledge of those who have economic and social power in a society, in which diversity must be launched beyond visibility. In invisibility lies everything that represents the different in a society deeply marked by the search for cultural homogeneity to the detriment of other epistemologies. In this context arise authors of critical and post-critical theoretical approaches to the idea of school curriculum, whose theoretical frameworks are Paulo Freire, Giroux and Laclau, respectively and work the idea of emancipation, important in the process of changes of the political and social system and especially In the context of education, they profoundly influence the constitution of a curriculum capable of embracing the various social demands represented by human diversity. In this context, this paper is a case study of the four undergraduate courses of the Federal University of Espírito Santo, Unit of Alegre- ES and aims to analyze how the curricular structure of the undergraduate courses contribute to teacher education from the perspective of inclusive education.To this end, a documental analysis of the pedagogical political projects of these courses was carried out and their adaptation to the national curriculum guidelines that guide each degree. In addition, two focus groups were held with faculty members of the Structuring Teacher Nucleus (NDE) of each. of the courses to identify which political and pedagogical aspects have been influencing the teachers formation regarding the aspects of the inclusive education. The data from this research indicate that there is the adequacy of the PPC's analyzed to the national curriculum guidelines that guide the undergraduate courses studied, as well as the strong technical aspect of the courses which corroborates the historical data regarding teacher education in Brazil, which It still has a focus on bachelor degree to the detriment of undergraduate degrees, which at first becomes an aggravating factor of teacher education focused on inclusive education. At the same time, when the legislation of the courses is adequate, regarding the infrastructure, pedagogical support to the coordinators and teachers and the political articulation between Municipal Public Administration and Federal University still need improvement. However, the potential of highly qualified faculty courses constitutes a great opportunity for the development of the theme.
AS PRODUÇÕES TEXTUAIS DOS SUJEITOS DE UMA COMUNIDADE QUILOMBOLA - IDENTIDADE, PERTENCIMENTO, CULTURA E IDEOLOGIA: O DIÁLOGO COM AS PRÁTICAS DISCURSIVAS
(Universidade Federal do Espírito Santo, 2019-09-30) Thebas, Adriana de Medeiros Marcolano; Alcantara, Regina Godinho de; https://orcid.org/; http://lattes.cnpq.br/1101713319008913; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Paiva, Jacyara Silva de; https://orcid.org/; http://lattes.cnpq.br/9259877374436417; Stieg, Vanildo; https://orcid.org/; http://lattes.cnpq.br/
This research directs the look at oral textual productions and writings of students belonging to a quilombola community. Its main objective is to identify whether social, historical, cultural and ideological issues that permeate/permeate the quilombola co
Entre o planejado e o verossímil: redes sociais como possibilidade para o ensino de língua portuguesa
(Universidade Federal do Espírito Santo, 2019-09-30) Furtado, Érika Almeida; Alcantara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; https://orcid.org/0000-0002-4186-5743; http://lattes.cnpq.br/2554841787253315; Porto, Joao Luiz Simplicio; https://orcid.org/0000-0002-8237-0974; http://lattes.cnpq.br/4653490966124652; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; Stieg, Vanildo; https://orcid.org/0000-0002-1153-8135; http://lattes.cnpq.br/5154995727091651
This paper aims to investigate how working with discursive genres that circulate in social networks can enable didactic-methodological strategies for teaching Portuguese language in the classroom, meeting a discursive and dialogical approach. In the focus given to discursive genres, these were treated as different forms of expression defined by socio-communicative properties that arise in a given context, meeting the needs of individuals. This is a qualitative research, with the realization a case study were carried out, we counted on the participation of two distinct subjects: students from a 1st / 2nd grade High School class and Portuguese Language teachers from this same school class. We highlight as theoretical reference the studies of Mikhail Bakhtin (2003; 2017), regarding a dialogic-discursive perspective of language; Geraldi (1997; 2006) and Marcuschi (2005, 2008), considering the issues that permeate teaching from a discursive perspective; Alarcão (2001) regarding the constitution of the reflective teacher; Levy (1993, 1999) and Rojo (2006, 2007) considering the aspects related to the use as a didactic-pedagogical resource of new technologies and digital literacy. To the search, questionnaires and a semi-structured interview were applied, as well as participation the development of a pedagogical practice in the classroom. We evidence that students and teachers have knowledge and use digital technologies outside the school context daily, because within this context the use is minimal. We conclude that there is a possibility of social networks working in the classroom as a didactic methodological resource in the teaching of the Portuguese language. However, the use of this support and the technologies that engender it, in itself, does not guarantee the effectiveness of an approach. discursive in language teaching, since the teacher's conception of language and, consequently, his concepts of text and subject, significantly interfere in his pedagogical practice, being able to transform the proposed activities into purely structuralist practices, not differing from exercises. worked in this same perspective, through didactic resources that are already part of the school routine
Saberes docentes e atuação profissional: estudo de caso com egressos do “PIBID Biologia-Alegre” do CCENS/UFES.
(Universidade Federal do Espírito Santo, 2020-06-23) Lopes, Talita Molina; Werner, Elias Terra; https://orcid.org/; http://lattes.cnpq.br/3268068963656927; https://orcid.org/; http://lattes.cnpq.br/; Pecanha, Anderson Lopes; https://orcid.org/; http://lattes.cnpq.br/6011630397289924; Ferreira, Carolina Demetrio; https://orcid.org/; http://lattes.cnpq.br/0105954451984447; Garcia, Junia Freguglia Machado; https://orcid.org/; http://lattes.cnpq.br/5889291921323079
The Institutional Teaching Initiation Scholarship Program (PIBID) was created in 2007 by the Ministry of Education and administered by the Coordination for the Improvement of Higher Education Personnel (CAPES), with the main objective of contributing to t
Polo de educação a distância de Alegre e a formação de professores na região do Caparaó – ES
(Universidade Federal do Espírito Santo, 2020-08-06) Chaves, Lizzie de Almeida; Erthal, Joao Paulo Casaro; https://orcid.org/0000000335782340; http://lattes.cnpq.br/4049290999036716; https://orcid.org/; http://lattes.cnpq.br/; Anastacio, Simone Aparecida Fernandes; https://orcid.org/; http://lattes.cnpq.br/0532528200582514; Goncalves, Agda Felipe Silva; https://orcid.org/; http://lattes.cnpq.br/4399581833080852
Recent research shows that distance education has been expanding rapidly in higher education in Brazil. In this context, a case study was carried out in order to analyze the possible contributions or challenges faced by licentiate degree courses offered i
Conte-me agora: narrativas dos alunos de uma escola do campo do município de Muniz Freire, ES
(Universidade Federal do Espírito Santo, 2020-08-21) Vimercate, Hemesse Maria Elias da Silva; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Giovedi, Valter Martins; https://orcid.org/; http://lattes.cnpq.br/5094999227615859
The present research aims to understand what is evidenced by narratives of students from the 9th level of Elementary School about the pedagogical work of a school in the fields of the town of Muniz Freire, in Espírito Santo. The theory used has its bases

Navegar

Navegando Ensino, Educação Básica e Formação de Professores por Data de Publicação

Resultados por página

Opções de Ordenação