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 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.
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.
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.
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.
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
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.
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.
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/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; https://orcid.org/0000000231878057; http://lattes.cnpq.br/4755459638419028; 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 the Municipal Council of Education of Cachoeiro de Itapemirim-ES (CME / CI) as an advisory body and deliberative educational policy within the Municipal Education System (SME). In this sense, it’s based on references of some theorists of the field of educational policy (ARAÚJO, 2012, 2016, 2017, 2018; CURY, 1978, 2002, 2006, 2008, 2010; GOHN, 1992, 2011, 2019; SAVIANI, 1999 , 2017) and of the counselor practice (BORDALO, 2016; BORDIGNON, 2009; BATISTA 2009, 2010, 2018; MARCELINO, 2013) in dialogue with some Freirean concepts (FREIRE 1995, 1996, 1999, 2000, 2001, 2016). From a methodological perspective, it’s a qualitative research that develops through a case study. The research subjects are the counselors of the CME / CI. Regarding the procedures employed in the composition of the study, we highlight the use of bibliographic consultation, documentary consultation and semi-structured interview. During the semi-structured interview, the data were collected through an audio recorder, with subsequent transcription of the dialogues and with the help of a field diary produced by the researcher. The organization, analysis and discussion of the data were based on the triangulation technique assumed by Triviños (1987). In this context, we chose to construct three categories named: autonomy, dialogicity and politics that emerged during the research, in the interface of theoretical references in interaction with empirical data. The study's considerations point to the need to institutionally strengthen the CME / CI through dialogue channels that facilitate communication and integrated work between the Council, the Education Secretariat, and other institutions that make up the SME structure, giving it more autonomy and capacity for political action, in order to comply with the legal frameworks that establish the purposes and attributions for which the CME / CI was established. In the field of consultative action and political deliberation, countless actions were registered in order to de-legitimize the protagonism of the council, evidenced by the reduction of its autonomy, capacity for dialogue and political action, even in the face of all the mobilization and commitment of the councilors, act to promote a democratizing space. We understand that the council has done little to advise and deliberate on educational policy, whereas most of the normative acts practiced demonstrate that the CME / CI acts to regulate and legitimize decision-making practices that have already been established by the municipal government, within other instances of the SME without their participation. In this sense, the object of educational policy, understood as the guarantee of the right to education, is being reduced to the discretionary interests of the public power and its meaning as a state policy is being emptied
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/000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; https://orcid.org/0000-0001-9064-9265; http://lattes.cnpq.br/4942421761889454; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Paiva, Jacyara Silva de; https://orcid.org/0000-0002-2917-7673; http://lattes.cnpq.br/9259877374436417; Stieg, Vanildo; https://orcid.org/0000-0002-1153-8135; 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 community, from which the subjects come from, materialize in their texts and how(s) reveal themselves and are seen (or not) by the regular school in which they are enrolled. The research brings as theoretical reference the assumptions of Mikhail Bakhtin (1999, 2003, 2011) and Volóchinov (2017), with regard to a discursive perspective of language; the references of Geraldi (2006), Marcuschi (2008) among other theorists who conducted studies on oral and written production of discursive genres in school contexts and the discursive representations constructed in this production; as well as the contributions of Andrade (2018), Candau (2004), Oliveira (2005), Munanga (1994), in view of the need to think the quilombola community as a territory that covers the physical part (the earth) and the symbolic dimension (memories, rituals and knowledge); and Gnerre (1994), with regard to understanding the language as a cultural heritage that involves power relations. This is a qualitative research, which brings as methodological design the case study, using the documentary consultation and the focus group as research procedures. We also use the field diary as a data production instrument. The analytical corpus of this study is composed of written textual productions produced by these subjects, which were analyzed by a dialogical-discursive bias. The research has as its field of investigation a Municipal School of Basic Education, located in a district of Cachoeiro de Itapemirim / ES, as well as the Quilombola Monte Alegre Community, located in this same municipality. The target audience of the research is a group of students from said school, residing in the Quilombola Monte Alegre Community. The production of research data occurred from June 2018 to July 2019, both in the school and in the quilombola community. Research shows that bakhtinian perspective of language enables us to reflect on the formation of the subject, in view of the elements that constitute their identity and their relations with diversity in society, therefore becoming essential to appreciation of different cultures in order to strengthen the fight against prejudice and discrimination. Through the activities developed and the analysis of the subjects' textual productions, we find that students, when they have to say and why say, that is, when they are presented with a production situation, produce texts that go beyond the objective to perform a school activity, since, in their discourses, they constitute themselves as subjects of their saying and, in addition, bring to these productions social, historical, cultural and ideological issues that permeate them. Throughout our study, we found that the researched school does not invest in the production of texts of these subjects, perhaps because it does not believe that they are able to produce them. And, by doing so, that is, by betting on a traditional practice focused on the teaching of normative grammar, ends up neglecting both the processes of building the identity of this community, already socially vulnerable by its own condition socio-historical, such as the development of the critical consciousness of students, necessary for them to understand the social contradictions that permeate their contexts of lives. We also conclude that the school surveyed, by presenting an alleged neutrality regarding the education of ethnic racial relations, ends up invising the subjects coming from the quilombola community and who study there, as well as their life contexts.
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, Hêmesse Maria Elias da Silva; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; https://orcid.org/0000-0002-9418-4976; http://lattes.cnpq.br/7618311619755772 ; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Giovedi, Valter Martins; https://orcid.org/0000-0002-3277-2924; 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 sustained by Freire (1979, 1981, 1987, 1989, 1996, 2000, 2001a, 2013, 2018); Arroyo, Caldart and Molina (2004); Molina (2015); Caldart (2005, 2009, 2012); Kolling, Ceriolli and Caldart (2002); Molina and Freitas (2011); Santos and Miranda (2017); Souza and Fernandes (2009); Nosella (2012); Gimonet (2007); Queiroz (2004); Arroyo (1999), among others. Methodologically, it is a qualitative research developed by a study of case, also the procedures are configured in a documental search, in observation and semi-structured interviews. The subject of the research were 06 students from the 9th level of Elementary School from a school in fields of the town of Muniz Freire. It is pointed as some considerations that the students recognize the importance of Education and also of the institution School itself (being it in the rural or urban area) in the human formation; the precarization of the Education related to Education in the Fields; the power of teacher's works, even face to the fragilities in the policies and educational curriculum; the necessity of an educational curriculum covering the Education in the Fields needs. Even with the challenges, they reckon the school has impacted in their lives positively in their formation process.
Formação inicial de professores e a educação das relações étnico-raciais: o currículo dos cursos de licenciaturas do município de Alegre-ES
(Universidade Federal do Espírito Santo, 2020-09-09) Martins, Mateus Augusto Almeida; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Mariangela Lima de; https://orcid.org/; http://lattes.cnpq.br/0529970839857956; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; Andrade, Patricia Gomes Rufino; https://orcid.org/; http://lattes.cnpq.br/2327451507961703
This research aimed to analyze how the theme of Education of Ethnic-Racial Relations (ERER) was approached in the curriculum of college students courses, offered face-to-face teacher modality, from higher education institutions in the town Alegre-ES. For
Avaliação em larga escala e o trabalho docente: o ENEM em uma escola da rede pública estadual capixaba
(Universidade Federal do Espírito Santo, 2020-10-01) Sotta, Marcela Constantino; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211
This dissertation aimed to analyze the relationship/articulation between Enem and the work of teachers who work in high school at the State School of Elementary and High School Jerônimo Monteiro , located in the south of Espírito Santo. It takes as a the
Percepção dos alunos de 9º ano do ensino fundamental sobre o ensino de ciências
(Universidade Federal do Espírito Santo, 2020-10-06) Polastreli, Valquiria; Souza, Luceli de; https://orcid.org/0000-0001-7121-9059; http://lattes.cnpq.br/8782112208959493; https://orcid.org/0000-0001-9684-6024; http://lattes.cnpq.br/4103521953460733; Anastacio, Simone Aparecida Fernandes; https://orcid.org/000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846
Teaching sciences has changed in Brazil and around the world, alternating its conceptions and finalities, following political processes, as well as technological, cultural and social. The School seeked adapting to these changes, aiming for the necessity of transformation in the way human beings see the world. The teaching process begins to be seen no longer as a network of transmission of knowledge and scientific discoveries, but a mean through which human beings share knowledge and experiences that will directly influence their lifestyles, promoting their inclusion or not in the diverse social space. Face to this, the objective of the research was investigating how graduating students from the ninth level of Elementary School notice the teaching of sciences, and whether the proposed teaching for the referred discipline is evidenced by them in their daily routines. The methodology used was a qualitative approach: case study, having as instruments of gathering a focus group with pre established plot, that directed the discussions about how the teaching of sciences is in the school and the manners students live their learnings, and the field journal for registers during the course of the research. With the obtained data, analyses of content were made and structured in three categories that considered the view of the focus group about the teaching of sciences: affinity, daily life and relevance. The results point that the contents taught are more easily learned and recognized when they are related to daily life situations that allow contextualization of what is taught with the knowledge students already own. It was also evidenced the necessity of dialogues among teachers and students that enhance the recognition of scientific knowledge in the production of essential concepts for the subjects, for them to understand the world with all its transformations, having as basis the knowledge produced in sciences. In view of what was obtained from the research, it is proposed the continuous thinking about the importance of science teaching as a tool to give opportunities to use the knowledge acquired in school in daily actions, inserting the subjects in the world in a more conscious and acting way
A educação das relações étnico-raciais no currículo de uma escola quilombola no município de Guaçuí-ES.
(Universidade Federal do Espírito Santo, 2020-11-04) Nogueira, Liliane Rosa; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/; http://lattes.cnpq.br/; Forde, Gustavo Henrique Araujo; https://orcid.org/; http://lattes.cnpq.br/; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; Costa, Candida Soares da; https://orcid.org/; http://lattes.cnpq.br/
This study aimed to analyze the process of implementing Law No. 10,639 / 03 in the curriculum of the Municipal Elementary School José Antônio de Carvalho , which serves students from the Quilombola Córrego do Sossego Community, located in the District of
Aspectos formativos de um subprojeto do PIBID-UFES: um olhar na formação inicial de professores de Química
(Universidade Federal do Espírito Santo, 2020-11-06) Machado, Hedylady Santiago; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0003-1953-1779; http://lattes.cnpq.br/1710819631090673 ; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; Moura, Paulo Rogerio Garcez de; https://orcid.org/0000-0002-6893-3873; http://lattes.cnpq.br/9815585530252572
This work has as its theme an initial formation of Chemistry teachers in the scope of a subproject of the PIBID of UFES, Campus Alegre. The objective aimed to analyze how the formative experiences of four Chemistry graduates, scholarship holders of the DI, participating in this subproject between the years 2013 to 2018, a period in which autobiographical productions were adopted as a training activity for participating students. For this, Narrative Interviews were conducted with two graduated men and two graduated women, based on the theoretical and methodological contribution of Jovchelovich and Bauer (2002). The dialogue with some theoretical references such as Cunha (1997), Pineau (2006), Josso (2007), Souza (2006; 2007) and Delory-Momberger (2014), contributed to the understanding of the Biographical Approach and “Life Stories” in research-formation of teachers. The dialogue with the authors Pimenta (1999); André (2012); Nóvoa (2017), Schnetzler (2000), Rosa and Schnetzler (2003), Silva and Schnetzler (2005), contributed to the construction of the theoretical framework on teacher training [in Chemistry]. Content analysis based on the assumptions of Bardin (2006) contributed as a methodological framework for the research. Thus, from the reading and analysis of the EN's, it was possible to build fifteen thematic axes and their respective subaxes, which synthesize part of the subproject's formative process, materialized from the reflection on the aspects of the training experiences that the scholarship holders of ID proved to be more important in their teacher training in the subproject. The experiences of reading and discussing scientific texts were fundamental to enable moments of discussion about the teaching profession in Chemistry, showing that the subproject worked on teacher training for the construction of knowledge about teaching as a profession, and the materialization of the licensee's training from the theory-practice relationship. However, the analysis of the reflections axis on the teaching profession showed conceptions of teaching related to vocation, and also to a profession that needs professional training to be exercised, understanding the need to develop a more specific job in the training of graduates, aiming at the deconstruction of concepts that interfere in the institutionalization of teaching as a profession. The paths adopted in the subproject contribute to the initial training of Chemistry teachers, from the formative experiences in the context of the GT 10 meetings at the University and in the context of the Basic Education Schools, being guided by constant discussion and reflection in the weekly meetings of the subproject.

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