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Agora exibindo 1 - 20 de 309

A atuação do pedagogo em abrigos do município de Vitória/ES
(Universidade Federal do Espírito Santo, 2013-07-08) Pereira, Pâmela Rodrigues; Barreto, Maria Aparecida Santos Corrêa; Oliveira, Edna Castro de; Pinel, Hiran; Padilha, Anna Maria Lunardi
This study aims at examining the work of teachers in institutions of shelters in the city of Vitória, state of Espírito Santo, and from this analysis, unveiling the field work of teachers in this area, expand the theoretical framework that deals with the formation pedagogue, investigate, through listening to students finalists, if the curriculum of the Education Course - 2006 version offers theoretical and methodological bases to qualify this professional acting in such institutions. This is a qualitative research approach, with a case study of the ethnographic, cultural-historical perspective. To which makes use of procedures such as participant observation, document analysis and interviews. Defines how the locus of study Education Center of the Federal University of Espírito Santo and five shelters in the city of Vitória-ES members of the Project Viva Life, Faith and Joy Foundation, contracted by the Municipality of Vitória- ES through the Secretariat Municipal Social Welfare. Highlights the possibilities and results of resizing and restructuring of the curriculum of the Education Course for training in non-school contexts. In the specific case shelters, points out that there is a need to discuss and learn more about this field, since children and teenagers who are bespoke shelter are also students.
A catarse musical na reeducação dos sentidos: formação, música e educação em Theodor Adorno e Georges Snyders
(Universidade Federal do Espírito Santo, 2016-07-15) Weixter, Renata Rosa; Loureiro, Robson; Salgueiro, Maria Amélia Dalvi; Salgueiro, Wilberth Claython Ferreira; Nogueira, Monique Andries
This research, theoretical and analytical, search the sites of philosophy and education to dialogue and tension between the philosophical foundations of the Company's Critica Theory in Theodor Adorno and Critical Theory in Educational Georges Snyders. Theme is the relationship between education, music and aesthetics and pre-occupied with the potential of the category Adornian musical catharsis as it ment to the aestheticcultural training and re-education of the senses of teachers and students. The question-problem that goal the investigation concerns the conditions of possibilities for this concept contribute to the aesthetic and cultural formation of pro-teachers and students in order to foster experiences that encourage critical reflection towards the human Bildung. It presents the hypothesis that the musi-cal Adornian catharsis is an intrinsic part of the work of art that, in conjunction with other ele-ments, tends to produce a strangeness in the spectator capable of performing a inflate-nection toward work and also a movement critical self-reflection about himself in relation to society. The objective of this research is to highlight the impor- tance of the concept of catharsis Adornian for discussion of Bildung as opposed to Halbbildung in particular with regard to aestheticcultural training. Search emphasize also the contributions of Georges Snyders and their pro-placed reflective methodological experiences of enjoyment of elements consti-substituents of the musical masterpiece. This research suggests that a critical education, through Adornian cathartic experience of musical art in conjunction with the experiences of the joys of musical masterpiece proposed by Snyders, to be held for teachers and students to be able to contribute to, as well the reeducates tion of the senses, allowing stimuli to critical thinking, autonomy and empowerment of these subjects. This research earned the realization by pro-teachers and students, the exercise of cathartic estrangement in relation to the work of musical art in school can, in addition to expanding the aesthetic-cultural taste, contribute to the re-education of the senses and the repayment capacity thinking and re-bending, enabling a conscious and critical process of understanding of human nature not reduced to market interests and oblivious to the more expensive human values like fraternity, equality of rights and social justice.
A catarse teatral na formação humana
(Universidade Federal do Espírito Santo, 2013-07-23) Cunha, Fabricio Moraes; Della Fonte, Sandra Soares; Loureiro, Robson; Foerste, Gerda Margit Schütz; Costa, Ricardo Ramos; Pinto, Antonio Henrique
Based on a theoretical-bibliographical research, this dissertation aims to investigate the relationship between theater and human formation, in a perspective of Critical Theory of Society. The main goal is to understand how the experience with the theater, capable to rouse the cathartic dimension, can contribute with the growth of human formation. The issue that needs answer is related with the possibility of the cathartic process, motivated by the theater, to inspire a formation opposed to the educational commands linked to the logic of the market. The concept of human development adopted is linked to the concept of Bildung in the philosophical tradition of Theodor W. Adorno. The methodological course starts with a brief conceptual detour in reference works (general and specialized dictionaries) in the areas of philosophy, arts and theater, and then focuses on a literature review, with emphasis on academic papers published by researchers in the educational area and the dialogue with the area of theater studies. The specific goal in this first stage of the work was to understand how the concept of catharsis has been reference in these studies and how, in the academic environment, this has been dialogue between theater and education, knowing that the cathartic experience is the mediation. However, besides knowing the different meanings of catharsis , is important to identify the characteristics of education types that we support in our hypothesis. Therefore, the second specific objective of the work is to understand the educational proposal towards emancipation based on the conceptual framework of Theodor Adorno. As a way to establish a counterpoint between Adorno s assumptions and the current socio-historical context, we also assume the specific purpose of analyzing aspects of the kind of catharsis stimulated by current society and its consequences for the processes of human development. Finally, we investigated how other kind of catharsis, specifically aesthetic and promoted by theatrical art, can serve to Emancipatory Education based on Adorno's Aesthetic Theory
A concepção de linguagem na prova de redação do vestibular da Universidade Federal do Espírito Santo no período de 2000 a 2010
(Universidade Federal do Espírito Santo, 2012-03-30) Oliveira, Ana Paula Gomes de; Schwartz, Cleonara Maria; Rebouças, Moema Lúcia Martins; Castro, Marcelo Macedo Corrêa e; Salgueiro, Maria Amélia Dalvi
The objective is to investigate the concepts of language, text, writing and subject which have been underlying the writing exams used in the entrance examinations (" vestibular ) for Universidade Federal do Espírito Santo UFES. In order to do so, the research pursues the answers to the following questions: a) Which concepts of language, text, writing and subject which have been underlying the writing exams for the entrance examinations for UFES? b) Do the concepts which have been underlying the writing exams for the entrance examinations for UFES dialog with the theoretical tendencies which pervade the production of knowledge in the linguistics and education fields and that have been present in the official syllabi for mother tongue teaching for Elementary and High schools? c) Do the assessment criteria used by the board of correctors reflect such tendencies? Theoretically, this investigation anchors itself, mostly, to the contributions of Bakhtin (2003, 2006) and other authors such as Marcuschi (2007, 2008), Geraldi (1996, 1997, 2003, 2006), Travaglia (1991,1996), Koch (2003) e Koch e Elias (2006), which approach different dimensions of language, writing, subject and text. The methodology employed is the documental analysis, using as a corpus the exams for the entrance examinations for UFES in the period between 2000 and 2010. The exam analyses reveal that the views on the writing exam, concerning the studied period, have shown changes which cover a moment in which the exam privileged eminently school writing practices, supported by a conception of language as a representation of thought, and writing as a way of expressing thought, to another moment in which there was an approaching between the textual genres and the social practices of the subject, in an exam model based upon the use of language in interactional conditions. The criteria present in the correction grid of the writing exams for UFES also express the language conceptions adopted along those periods, fact which corroborates the results accomplished through the analyses of the exams proposed by the university
A constituição da educação infantil no município de Aracruz-ES : permanências e descontinuidades
(Universidade Federal do Espírito Santo, 2013-07-19) Lomba, Maria Lúcia de Resende; Simões, Regina Helena Silva; Carvalho, Janete Magalhães; Coco, Valdete; Aquino, Ligia Maria Motta Lima Leão de
This work investigates the process of creating the kindergarten "Epifânio Pontin". We seek to understand the formation of early childhood education in the municipality of Aracruz, Espírito Santo State, Brazil. We search the configuration of curriculum guidelines and pedagogical practices that permeated the creation of the first municipal kindergarten and its transition to the Municipal Center for Early Childhood Education (CMEI) in the period 1969-2009. The documental corpus is based on: pedagogical proposals of the city and CMEI; evaluation forms for children; records from the municipal institutions of childhood education; CMEI minutes of meetings; agendas of class teachers; videos; a teacher's notebook with her notes; graduation invitation; photographs; agendas studies; a correspondence; clippings from local newspapers; a questionnaire and interviews. Based this work on the propositions of Bloch (2001) and Ginzburg (1989, 2002, 2006, 2007), we establish approximations to the historical research in the process of analysis of documentation and relationships between the past and the present. In order to points of conflict, tensions, and power relations that permeate the production of the sources, those are understood as clues, traces, marks, and signs to be read in its complexity. This work dialogues with Simões (2006, 2011) and Faria Filho (1998) on the importance of studying the past to understand the journey of teaching in the Brazilian scene. We base on Kuhlmann Jr. (1998, 2000, 2001, 2005, 2010); Del Priori (2010), Kramer (1994, 1995, 2003, 2006, 2011), Hoffmann (2006) and Silva (2007, 2008) to think about issues related to Early Childhood Education, regarding: the history; policies and conceptions which influenced the proposals developed in Brazilian institutions; challenges relating to the construction of knowledge; continued training of teachers; assessment of children and waiting lists for vacancies in institutions. We considers that the process is permeated by continuities and discontinuities. In regard to continuities, we find the extensive waiting list for vacancies in municipal institutions, as well as insecurity, inadequacy and improvisation of physical spaces allocated to this first stage of basic education. The discontinuities refer to the intensification of the processes of continuous formation of teachers; attempts to break with pedagogical activities guided by holidays and themes; the evaluation process of children; and the pursuit of building a new pedagogical proposal for the municipal Childhood Education
A constituição do Colégio Americano Batista de Vitória : entre a modernização do ensino e a missão religiosa (1907-1935)
(Universidade Federal do Espírito Santo, 2011-04-25) Faller, Sandra Loureiro; Victor, Sonia Lopes; Simões, Regina Helena Silva; Leite, Juçara Luzia; Sá, Elizabeth Figueiredo de
abstract
A constituição do Instituto de Educação de Vitória/ES e a formação de professores primários no Espírito Santo (1971-2000)
(Universidade Federal do Espírito Santo, 2014-10-17) Costa, Rita de Cássia Oliveira Pessanha da; Simões, Regina Helena Silva; Côco, Valdete; Franco, Sebastião Pimentel; Pinto, Antonio Henrique
The work investigates the transition process from the Regular School to another physical space as Institute of Education and this change development concerning the Teachers’ formation in the State of Espírito Santo, according to the guidelines instituted by the Law nº. 5.692/71, during the Brazilian Dictatorial Regime (1964- 1985). The time frame is initiated in 1971 with the transition and it ends during the movement in which the Institute becomes the State High School “Professor Fernando Duarte Rabelo”. The research privileges, as theoretical interlocutors, the Historians, Carlo Ginzburg (1986, 2006), Marc Bloch (2001) and Michel de Certeau (2004) and uses as documental corpus ordinances, newspaper articles, pictures of events held by the institution and interviews with individuals who have worked in that space as Teachers, principal and student. The sources were interrogated about the following questions: how was the transition from the Regular School “D. Pedro II” into the Education Institute of Vitória? What were the reasons that led to such transition? How was the Teachers’ formation configured in the Education Institute? What are the developments of the changes regarding the Teachers’ formation in the State of Espírito Santo? They seem to be intriguing silences and gaps observed in relation to the transition from Regular School to Education Institute and to the reasons that triggered to this change. From the Teachers’ speech, it is inferred that the transfer from physical space and the changes in the curriculum were ready, from top to bottom. The modernization discourse boasts the technique and technicality and announces the news. The Regular School and its traditions start to dwell the past as something forgettable on behalf of the technical advance. Even subtly, the smell of free coffee and porridge sprinkled the aroma of nostalgia from another time when the Teacher’s coffee break time was a “solemn” gathering. It is concluded that the abrupt discontinuity of Regular School, whose building started to shelter the current Sate School named Maria Ortiz, possibly is not depleted in the issues of technicalmethodological order that the documents make explicit. However, owing to the schedule limited to this research and the gap of sources, it was not possible to explore other response possibilities
A criança com Síndrome de Asperger na educação infantil : um estudo de casos
(Universidade Federal do Espírito Santo, 2014-01-01) Gonring, Vilmara Mendes; Drago, Rogério; Coelho, Geide Rosa; Oliveira, Ivone Martins de; Delboni, Tânia Mara Zanotti Guerra Frizzera
This study aims at understanding the pedagogical actions taken by a municipal school in the City of Vitoria, ES, Brazil regarding the school inclusion process of a child with Asperger Syndrome in the elementary school setting. The study relied on theoretical contributions of the historical-cultural matrix studies and authors dedicated to studying childhood, such as Kramer, Sarmento and Aries, among others, as well as researchers interested in investigating the premises of Special Education from an inclusive perspective. As theoretical-methodological basis, it is grounded on ethnographic case-study, which advocates that, through scientific research, it is possible to produce knowledge about social reality. The investigation was carried out in a municipal elementary school in the City of Vitoria, ES, Brazil, involving a child with Asperger Syndrome, teachers, pedagogues, school principal and the child's parent (or guardian). Data gathering took place between March 2013 and September 2013. The researcher was once or twice a week in the field, participating in class observation, class planning and teacher continuing education, as well as observing informal moments such as entrance, break time and leaving. The study was organized in four lines: a) actions implemented in favor of the school inclusion process for students with Asperger Syndrome in the preschool setting; pedagogical plan adopted by CMEI “Alegria da Cinderela”: Space for planning classes, training and use of pedagogical support for school inclusion; C) conceptions by professionals involved in the study and by the family, regarding Asperger Syndrome; d) main possibilities and/or difficulties found by the school in the learning-teaching process of a child with Asperger Syndrome. The results show the importance of thinking about these children as individuals with the right and capability to learn; the need of investing on initial and continuing education of teachers, so as students have higher chances of learning; urgency of teachers to take school inclusion as an ethical movement committed to education and recognition of human diversity/difference; recognition of elementary school everyday life as a rich space for children to develop and produce knowledge with their peers through teaches’ pedagogical mediation
A educação ambiental nos encontros do congo com os cotidianos escolares de uma Escola Municipal da Barra do Jucu, Vila Velha, ES
(Universidade Federal do Espírito Santo, 2014-06-30) Roldi, Ana Paula Dias Pazzaglini; Ferreira, Martha Tristão; Carvalho, Janete Magalhães; Simões, Regina Helena Silva; Schmidt, Elisabeth Brandão
The research “The Environmental Education in the Congo meeting with the routine in a local school in Barra do Jucu, Vila Velha, ES.” is about a narrative production in Environmental Education and the everyday things, White the intention of understanding some problems related to knowledge and enviroment things produced in the cultural meeting about congo and the school routine. With the conversations and narratives of the subjects of this research, students, teachers, "congueiros", students’ parents and others comunity representatives, we found the problem and identified the knowledge and things related to environment. We understood its diferent meanings. The school routine is considered a cheat space to cultural, environmental, social and curriculum hierarchies because these are privileged spaces to practice things that are not in the curriculum, and we emphasize what is around the school and the localspecifities that are nice for knowledge production and creation of a new curriculum everyday. The congo workshops that happen in an Elementary and Middle Public School in Barra do Jucu showed they are important to the development of the Environmental Education in a postcolonial view that believes in a possible thought that goes through the cultural/nature dichotomous and the not cultural homogeneization.The cultural productions developed in the workshops showed new alternatives to the production of subjective things, cultural and environmental knowledge exchange, based on the solidarity that means sustainable social acts.
A educação ambiental nos espaços de convivência : tecendo a cultura da sustentabilidade nas redes cotidianas de uma escola municipal de Vila Velha/ES
(Universidade Federal do Espírito Santo, 2014-04-11) Lodi, Maria Aparecida Vianna; Ferreira, Martha Tristão; Carvalho, Janete Magalhães; Pinel, Hiran; Passos, Luiz Augusto
This work aims to discuss the ecoformation of teachers and students in spaces of coexistence, enhanced with the experiences of the IV National Conference of children and youth for the environment (CNIJMA), guided tours, classes and field outputs. Anchored in Structuring Environmental Education Policy, I believe that these living spaces express a permanent educational process, continuum and transformer. Having as a mediator with-Life (Commission of environment and quality of Life) and the Treaty on environmental education for Sustainable societies and Global responsibility, environmental education aims to strengthen environmental citizenship in motion school-community-school. Impregnated with senses and meanings, I search the ecoformation of collectivity by the bias of the paradigm of Complexity, which introduced me to the uncertainties as a catalyzing process of creativity, of friendship and solidarity that weave a network of knowledge and practices that involving these subjects investigated, beyond evidence the care of themselves with each other and with the world. To tread the paths of this research, I opted for qualitative approaches based on existential phenomenology-proposed by Martin Heidegger, Michèle Sato and Paulo Freire and thus could investigate environmental knowledge through daily searched school networks, empowering a culture of sustainability. For me the participant observation of the pedagogical practices, found in the narratives of the teachers and students the expressiveness of the process ecoformation that instigates other rationalities committed to ethics, the collective, the affection, solidarity, social transformations, the diversity and the othe
A educação da criança surda com implante coclear : reflexões sobre a família, a clínica e a escola
(Universidade Federal do Espírito Santo, 2013-08-29) Silva, Jaqueline Ahnert Siqueira da; Oliveira, Ivone Martins de; Rodrigues, David António; Drago, Rogério; Victor, Sonia Lopes
The cochlear implant in our country is still considered a new practice, in particular with the deaf subject, because it is a recent procedure, which has been enabling, in a way, a hearing , often called by the media as bionic ear . The research aims at reflecting on the topic in order to understand more about that procedure that has been frequently carried out in Brazil. There has not been much research about this issue in the education field. Most of the data presented come from the clinical area. The implant possibility causes in the families of a deaf child the expectation of having a normal child and that anytime the child will be able to speak and hear. To achieve a good result, according to the speech specialists (audiologists), it is necessary that the child with the implant avoids contact with sign language and other people with hearing disability, which may compromise treatment. The study searches for analyzing the impacts of the cochlear implant in the life of a deaf child going to an Elementary School with a bilingual policy. The study uses as reference the historical-cultural perspective and considers the deaf is socially constituted, through the language, as cultural acquisition. It used the ethnographic study-case of a deaf child who had undergone surgery (cochlear implant). The field research was done through observation processes and semi-structures interviews. It attempts to comprehend the relation forms established between the child and the adults and other children in different spaces, as the child s home, the speech clinic, the school noting the repercussions from such relations the same way the child sees her/himself as the one with an implant. The study indicated that there are differences in the way the professionals understand the implanted children s condition and they relate with them in distinct ways. For some, the child is deaf and therefore, they prefer to use sign language when interacting. Others prioritize the orality, by considering that the implant can make the child able to hear and speak. Others even understand that an opportunity must be given to the child to learn the sign language and orality, in a way to broaden the child s possibilities of contact and interaction with others. That was also the mother s opinion. The analysis allows to see a child instructed regarding condition of an implanted child who is learning how to live with an implant. The child s testimonials provided evidence that the child recognizes her/himself as deaf and the sign language is the one that most fulfill her/his needs as a language user, however the opportunities brought by orality cannot be denied.
A educação em tempo integral no município de Vitória: a experiência do Brincarte.
(Universidade Federal do Espírito Santo, 2012-04-05) Santos, Maria Aparecida Rodrigues da Costa; Araújo, Vânia Carvalho de; Maurício, Lucia velloso; Oliveira, Ivone Martins de; Simões, Regina Helena Silva
This research has the objective of investigating the implications of the Full-Time Education Program for children in the city of Vitoria, focusing the relationship between the public sphere and the Third sector, and giving especial attention to the analysis of the established administration practices at Nucleo Brincarte, in Resistência, a neighborhood in the city. The investigation is based on the reflections of Cavaliere (2010, 2009, 2002); Coelho (2002; 2008; 2009); and Montano (1999, 2005). To reach the objective, we tried to understand the dilemma and challenges that were present at the execution of the policies, especially when related to NGOs. The administrative decentralization and the transference of responsibilities jeopardize the offering of services, which do not fit the reality of children education in the city of Vitoria; make the services ineffective; and evidence their frailty. The methodological path followed a case study using a qualitative survey that included observation, a field diary, analysis of documents and a semi-structured interview. The contradictions and ambivalences around the implementation of such Program show, in a same government, the different meanings that Full-Time Education embodies within the set of actions that aim the consolidation of their policies. The research allows us to see that, when the public sector takes over the administration of such public space, there occurs the instauration of a movement which has the purpose of re-signifying the action with the objectiveof re-configuring the Program, especially in its articulation with children education, to which it is attached. So, the experience has had difficulties and limitations, which opens new possibilities for the establishment of a new public policy articulated with the logic of guaranty, and which can strengthen the children’s right to a Full-Time Education.
A educação popular na práxis do ProJovem Campo - Saberes da Terra no Espírito Santo
(Universidade Federal do Espírito Santo, 2015-08-24) Ferreira, Maria Geovana Melim; Oliveira, Edna Castro de; Pizetta, Adelar João; Pinto, Antonio Henrique; Foerste, Erineu; Scarim, Paulo Cesar
This study systematizes experiences/ consolidates in the practice of educators of the Program ProJovem Campo – Saberes da Terra that worked at the 29 classes distributed among 19 cities of the state of Espírito Santo, Brazil. It’s goal was to reflect about the theoretical and methodological challenges that were brought up at the practices in the formative path lived and the contributions that were produced. Based on the theoretical input of popular education and countryside education, placing for analysis what was possible to experience and looking forward to theorize about what was materialized at the practice of integration from the pedagogical interchange that had as educational principles the work and the research. The methodological choice of systematization is admitted as a way to review the practice and theorize about it, using the documental analysis and the primary sources provided by educators. In between the many results obtained, the collective processes stood out, pointing out contradictions in the rushed way EJA (Education for Youth and Adults) was offered, built as discontinuous actions of compensating politics. As elements of the proposal, the results show that the work and the research were taken as an educational principals of the pedagogical process, and were built on a solid experience of curricular integration, from actions developed at the pedagogical interchange, although not all of the educators acknowledge these concepts. The self-organization emerges as a fundamental element in the perspective of articulation between theory and practice, labor and intellectual work and of the non-hierarchical learning relations, capable of producing significant changes, not only in its pedagogical praxis, but also in various life experiences. However, the study points out the non-continuity of offer of the program as a public policy for the education of youth and adults of the countryside
A escola como espaço de formação docente : experiências do PNEM no Espírito Santo.
(Universidade Federal do Espírito Santo, 2018-08-22) Mariano, Cláudia Simões; Ventorim, Silvana; Ferreira, Eliza Bartolozzi; Santos, Wagner dos; Pinto, Antônio Henrique
This research aims at the Continuing Education Program of Teachers and Pedagogues of the State of Espírito Santo, a formative action that emerges in the context of the institution of the National Pact for the Strengthening of Secondary Education (Pnem), bringing the principles of the National Curricular Guidelines (Dcnem), 2012, and in the very issues that arise from this stage of basic education, proposing a training that contemplates an integrated approach to the curriculum, distributing the disciplines in areas of knowledge and establishing guidelines, in the expectation of promoting an integral human education for young people in high school. Thus, we seek to contribute to the studies on the continuing education of teachers that, although they are many and common in the Brazilian postgraduate programs, in the state of Espírito Santo, because they are not frequent formations that compile characteristics such as a) the formation in the time of the teaching work, b) the school as a space for continuous training and research, and c) the teacher as a participant subject of his own formation and that of his peers, becomes singular. Our main objective is to verify if and how the teachers and pedagogues of the Pnem Formation, in the day-to-day life of the school, appropriated concepts to (re) invent school daily in the perspective of Certeau, breaking with the accommodation to the that is imposed on them, transforming objects and codes and promoting (re) appropriation of the place of the school by its use, transforming it into a space of formation. In this line, the hypothesis to recover is that the studies of Pnem have transformed a discursive practice into reflexive practice, making possible the materialization in formative practices and contributing, in this way, to the autonomy of the collective of the school. We also had the specific objectives of a) analyzing the uses and appropriations made by teachers about Pnem continuing training in their professionalization, considering the school a space for training; b) to identify how the continued formation of Pnem enabled the teachers to be subjects of their own formation and to contribute to the formation of their peers; c) to record the implications of Pnem in the professionalization of high school teachers in the state public network of Espírito Santo; d) describe the constitution, in the state of Espírito Santo, through public policies, the Continuing Education Program of Teachers and Pedagogues of High School and; e) to map, in the Pnem experience, elements that can contribute to the state policy of teacher training in Espírito Santo. In order to discuss the diversity of contexts in which the formation of Pnem was translated and the complexity of the teachers' "ways of doing" from these contexts and translations, we used an exploratory documentary methodology using as source the database of the SisMédio platform (MEC) ; the monthly reports produced by the regional trainers; the Survey questionnaire, answered by the subjects participating in the training (students, study guides and regional trainers). The results pointed out that Pnem professors and pedagogues took an evolutionary path of epistemological knowledge in the field of basic education curriculum, specifically in the high school stage, to think about the school through the bias of the space of the invention of practices, confirming our initial hypothesis. In addition, among the results of this research, we characterize the formation of the Pnem in Espírito Santo and identify elements that emerge as possibilities of problematizations in the field of the state policy of formation of teachers of the Espírito Santo in the uses and appropriations of the discourses of the reference authors and in the process analysis of the abovementioned documents. This study considers the need to value teacher education, especially through public policies, to promote continuing education for teachers in the space that is their foundation: the school.
A Escola de Aprendizes Artífices do Espírito Santo e a Rede Federal de Educação Profissional (1909-1930)
(Universidade Federal do Espírito Santo, 2013-04-24) Silva, Sheila Siqueira da; Leite, Juçara Luzia; Araújo, Gilda Cardoso de; Teixeira, Rebeca Gontijo
This research aimed to historically investigate the Professional Education Federal Net, having as main focus the Artisan Apprentice Schools of Espírito Santo State (EAA-ES), between 1909 and 1930, its foundation and maintenance, regarding the proposals, functions and management actions. We start from the pretext that this Net, whose the initial representatives were the Artisan Apprentice Schools of Espírito Santo State (EAA-ES) founded in 1909 under the Decree 7.566, September 23rd, by President Nilo Peçanha, was one of the projects which were inserted in a greater proposal that was the construction of Brazilian nation from the idea of current modernity from that time. This way, we tried to identify which progress, work and educational representations were suitable by the intellectuality that defended the foundation of these schools and which actions (practices) were managed from this suitable representations. Thus, we based on Roger Chartier s thought and privileged the following sources: legislations related to the EAA s; reports from Business, Agriculture, Industry and Commerce State Department; reports and messages from the Presidents of Espírito Santo State; and documents issued by EAA-ES. We conclude that the first generation of republican intellectuality idealized the Professional Education Federal Net and forged its intentionality; a second generation created the EAA s and defined their functionality in a moment of disappointment about the direction the Young Republic was bound for; and a third generation, named modernist, remodeled the EAA s aiming to render the professional teaching more efficient. Then, throughout this research other functions for the EAA s were revealed which justify their distribution to cities that had advanced a little or did not advance anyway concerning industrialization, like Vitória, the capital of Espírito Santo State, that received a unit of this institution. More than qualifying labor force for the industry, the EAA s were employed to spread a new order, whose goal was to train a mass of workers, molded into the perspective of disciplined work and maintenance of the order. In reference to the EAA-ES, we can note that, in a general way, they presented the same difficulties to execute their functions as their congeners: lack of qualified staff to work in the workshops, inappropriate buildings, a high evasion of apprentices; and difficulty of the population in arrogating the benefits of the institution. Yet, it was possible to observe the curious attempt of extinguishment of the EAA-ES, by the government of Espírito Santo State.
A escolarização obrigatória em contextos federativos : um estudo comparativo entre Brasil e Argentina
(Universidade Federal do Espírito Santo, 2016-07-28) Brahim, Cybele Barbosa; Araújo, Gilda Cardoso de; Alves, Edson Pantaleão; Oliveira, Eduardo Augusto Moscon
The objective of this study is to analyze public policies that guide compulsory schooling in federal contexts of Brazil and Argentina, based on the legal requirements of both countries. There fore, the theme It was addressed in a comparative perspective, using the literature which includes authors such as Araujo (2005, 2010, 2011a), Cury (2000, 2002ª, 2002b, 2007), Rivas (2004, 2007, 2009), Feldfeber (2009, 2011, 2014). Furthermore, it was conducted documentary research, covering the laws of both countries. At the Brazil, we analyzed the Law of Education Guidelines and Base (LDB) 9394/1996; The Law 11.114 / 2005; Law 11.274 / 2006 and the Constitutional Amendment. 59/2009. In relation to Argentina, were analyzed the Federal Law no. 24,195 / 1993 and Law Education (LEN) 26,206 / 2006. The analysis made possible verify the two countries advanced as regards the compulsory enrollment in under the legislation, extended compulsory schooling in Argentina to 13 years and in Brazil for 14 years. We also identified that while in your origin of these States have been trained in social settings, political and disparate economic, and that these factors contributed to evidence educational discrepancies between Brazil and Argentina in the nineties, the which is currently observed is a certain similarity in the educational framework these countries. We attribute this educational homogenization policies implemented in Latin America by educational reforms devised within a neoliberal vision, under the influence of international organizations. Anyway, although we realize that many steps have been taken in the way towards compulsory schooling.
A escolinha de arte de Cachoeiro de Itapemirim : resgate de uma história
(Universidade Federal do Espírito Santo, 2013-04-02) Oliveira, Myriam Fernandes Pestana; Rebouças, Moema Lúcia Martins; Frade, Isabela Nascimento; Cola, César Pereira; Simões, Regina Helena Silva
This research proposes to answer the following question: How did the Art School of Cachoeiro de Itapemirim – EACI join the Art School movement in Brazil-EAB, and what was the role of Professor Isabel Braga in the dissemination and implementation of this school? The goal is to know, in order to understand the role played by the educator Isabel Braga on the EACI and which art education proposal was offered in the EACI. To answer this question a history rescue of the creation and the operation of this School was made, as well as the influence and cooperation of Professor Augusto Rodrigues, creator of EAB. Therefore, for the development of this research, which is qualitative in nature, it was necessary to have bibliographic survey about Brazil’s Art School from materials published in books, scientific articles, and journals. Due to the lack of studies on the EACI, other technical procedure used, was the documentary research. The investigations started from material found in particular collection and reports of people involved in the issue. So, this history is told from documentary and verbal information, and became possible by the methodology of the “Annales School”, the New History of Bloch and Febvre (2001). As theoretical framework, the English philosopher Herbert Read (1981,1986, 2001) responsible for the movement Educations through Art(1943).Since it is an exploratory and bibliographical research, the documents used as support, are analyzed from the greimasiana, semiotics (Landowski, 1992). To rescue the EAB educational movement, a tour of the art teaching and learning was made and also analysis of different texts (documents, pamphlets, testimonials) of the EACI. Through this textual dialogic interweaving, a historical rescue occurred what made the history of the Art School of Cachoeiro de Itapemirim able to be retold and moreover, assured to be part of a movement that was a landmark in the art teaching of Brazil. We can say that the EACI, even with the short time it lasted, led their students, children, adolescents and adults to experience the freedom of expression and aesthetic education guided in education of the senses, as well as to highlight the pioneering, in the teaching learning of the art in Espírito Santo.
A formação continuada de professores do ensino comum no campo da educação especial
(Universidade Federal do Espírito Santo, 2016-06-08) Kautsky, Giselle Lemos Schmidel; Célio Sobrinho, Reginaldo; Simões, Regina Helena Silva; Victor, Sonia Lopes; Carneiro, Relma Urel Carbone
This project systematized reflections resulting from a research, aiming to analyze a continuing education developed in an extension course, involving teachers who worked with a target group of special education students in regular education. This is a qualitative research, designed as research-formation. The data collected through questionnaires, records in field diary, interviews and legal documents guiding the municipal, state and private education systems. It is supported analyzes on the presuppositions of cultural-historical perspective and as well in Sociology Figurational, developed by Norbert Elias. In the results, can observe that the everyday practice of the Schools shall characterized by objective questions that hinder the teaching. Thereby teacher education needs to be an invitation to reflect on the school, its internal policy and its operation. As well appears that, although teachers should not restrict their practices to specific knowledge in teacher training spaces for the common room, access to guidance regarding the use of technologies and methodologies that qualify and boosting the education of the students public-target from Special Education has absolutely pertinent
A formação continuada de professores na educação infantil: diálogos entre a produção acadêmico-científica e a pesquisa-formação
(Universidade Federal do Espírito Santo, 2017-05-24) Bitencourt, Juverci Fonseca; Ventorim, Silvana; Côco, Valdete; Mello, André da Silva; Prado, Guilherme do Val Toledo
It produces a goal-analysis about teachers’ continuing education of basic education, especially in the early childhood education, analyzing the academic production in the period from 1996 to 2014. It promotes interventions in the early childhood school by the research-training, enhancing the experience narratives from teachers’ training. It comprises the place of continuing education at the early childhood school in its relation with the assumptions discussed in the academic production within this field of study. It is conducted by the bibliographic research, using bibliometrics indicators, the app Iramuteq and the production of analytical categories for text processing. It adds to this methodological corpus the research-training through participating observation, the semi-structured interviews, the reflective workshops and the journal. It enhances, for the theoretical support, the authors Antônio Nóvoa, Walter Benjamin and Michel de Certeau, backing up debates on experience, professionality, institutionality of scientific journals and epistemology of practice. The results expose, in the scene of academic production, the little attention destined by the analyzed scientific journals to early childhood education. The debate on continuing education in the basic education establishes teacher’s practice as first in the proposition and the direction of these trainings. It presents the concentration of academic production in six categories and 70 thematic, with emphasis on intervention analyzes, literary analyzes and analyzes of proposals, programs and continuing education projects. It possibil It enables, through research-training, the production of the pedagogical project and encourages teachers to produce the profession between personality and professionality. It describes the internal formative movement to the early childhood school, its importance and the teachers' dissatisfaction with the time allocated to training in this space and with the continuing education offered by the municipal education office, which is insufficient and does not guarantee material and temporal conditions of participation for all. It points out the need for investment in continuing teacher training at the early childhood school, with proposals based on their experiences. It holds up the relevance of publishing academic production in scientific journals for the consolidation of early childhood education as a stage of basic education. The research points out the importance of research that at the same time produces, in parallel, intervention in the CMEI and analysis of scientific texts in the field, promoting dialogues between them without being submissive to each other, revealing the symbiotic commitment with teachers and with the expansion and density of scientificacademic production.
A formação de jovens e adultos no município de Colatina e a (não) inclusão desses sujeitos ao Proeja
(Universidade Federal do Espírito Santo, 2012-10-05) Guimarães, Kênia Cristina Tinelli; Oliveira, Edna Castro de; Paiva, Jane; Ferreira, Eliza Bartolozzi
This study questions the inclusion of students of basic education in Proeja's courses in Ifes Campus Colatina, considering that most subjects attending to this course have completed high school. Therefore, we sought to raise with students and young adult workers the reasons that have prevented / hindered the access to Proeja. The research with a qualitative approach became a reality through a case study having as locus three schools in state and federal level, that offer EJA in high school level in the town of Colatina - ES. Participants were 352 students, 09 teachers and 03 administrators. The instruments used for data collection and production involved questionnaires with open and closed questions, document analysis, semi-structured interviews and focus groups with 09 students. The theoretical approach explores, from historical sources the contexts and functions of EJA, in dialogue with the theoretical production of the field work and education and its impact on proposition of the Base Document of Proeja's courses. Authors that analyze the processes of exclusion and inclusion in schools are also called to participate in these dialogues. From the document analysis and the data selected, considering the research problem in focus, this study presents, among others, the following issues: there is a strong mark of suppletive education as a model of the offering from the state's and the city's educational network, which turns out to constitute itself as the option for education sought by students to graduate from high school more quickly, the offer of integrated high school in Proeja's courses in Ifes Campus Colatina, besides being very small, has, in its way, interdicted the access of students with discontinuous trajectories of education, and placed on the need for further studies on the quality of this offering for students of EJA, in view of the excellence of the federal institution

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