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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    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/; http://lattes.cnpq.br/8782112208959493; https://orcid.org/; http://lattes.cnpq.br/; Anastacio, Simone Aparecida Fernandes; https://orcid.org/; http://lattes.cnpq.br/0532528200582514; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; Sgarbi, Antonio Donizetti; https://orcid.org/; http://lattes.cnpq.br/
    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 o
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    Percepção dos estudantes da 3ª série do ensino médio de uma escola pública do município de Alegre/ES sobre impactos ambientais
    (Universidade Federal do Espírito Santo, 2024-08-01) Pires, Marceli Gonçalves; Souza, Luceli de; https://orcid.org/0000-0001-7121-9059; Peçanha, Anderson Lopes; Carvalho, Arnaldo Henrique de Oliveira
    A range of degrading events, such as floods, global warming, and heat waves, which have been affecting the environment and are frequently reported in various media, daily reflects concerns about the many forms of “environmental impacts”. This theme is indicated in the National Common Curricular Base (BNCC) to be addressed in subjects such as Biology, with the aim of fostering students’ understanding of the topic for the development of environmentally conscious citizens who recognize the importance of sustainability. Thus, the guiding question explored in this research arose: Does the subject of Biology contribute to the development of individuals by promoting, among 3rd-year students, a more critical perspective on anthropogenic events that affect the environment, particularly environmental impacts? This research aimed to analyze the perceptions of 3rd-year high school students from a school in the municipality of Alegre, Espírito Santo, on the theme of “environmental impacts”. The specific objectives were: a) to compare students’ perceptions of different types of environmental impacts before and after a practical activity in a non-formal educational setting; b) to correlate the content taught with the specific competencies of the BNCC. A participatory qualitative research approach was adopted, with direct and systematic observations of the perceptions of sixteen 3rd-year high school students from a school in Alegre/ES. Data collection instruments included conversation circles with semi-structured questionnaires and an activity in a non formal educational space, the Atlantic Forest Environmental Education Center (PEAMA) at Ifes/Alegre/ES. Content analysis was employed to interpret the collected data. Students demonstrated knowledge of environmental impacts common to both urban and rural areas, with water pollution, deforestation, and biodiversity loss being the most frequently mentioned impacts. After the intervention in the non-formal space, students expanded their understanding of the importance of environmental preservation, suggesting that activities in non-formal educational settings contribute to meaningful learning of concepts addressed in Biology, the focus of this study. The Biology curriculum content related to the theme of “environmental impact” and its consequences enhances students’ understanding and, thus, contributes to the formation of more critical and active citizens in the preservation of the environment.
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    Políticas públicas de educação especial : um olhar para o atendimento dos estudantes com transtorno do espectro autista nas escolas do Caparaó capixaba
    (Universidade Federal do Espírito Santo, 2024-09-30) Costa, Suélen Rodrigues de Freitas; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0009-0003-6581-0864; http://lattes.cnpq.br/6339735839658429; França, Marileide Gonçalves; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612
    This text presents the results of a master's research project linked to the School Practice, Teaching, Society and Teacher Training line of the Postgraduate Program in Basic Education and Teacher Training (PPGEEDUC) at the Federal University of Espírito Santo (UFES). The general objective was to analyze how education and special education policies are configured for students with Autism Spectrum Disorder (ASD) in the municipalities of Guaçuí, Ibitirama and Iúna, in the Caparaó Capixaba region. The considerations and interpretations that emerge from this research are based on the assumptions of historical-dialectical materialism, based on the historical-cultural approach and historical-critical pedagogy, based on the studies of authors such as Garcia (2013, 2016), Kassar (2011, 2014, 2023), Prieto (2006), Saviani (1999, 2003, 2008, 2009, 2014), Vygotsky (1983, 1989, 2006, 2010). Methodologically, it is based on qualitative research, of the case study type, with documentary analysis and semi-structured interviews focused on municipal Special Education policies. Three special education teachers, four regular classroom teachers, three pedagogical coordinators, a pedagogue and three representatives from the education departments responsible for special education in each municipality took part in the research. The data analysis follows elements of Bardin's (1977) content analysis technique. The results obtained indicate an exponential growth in the number of enrolments of students with ASD in the municipalities investigated. However, we also found a managerial logic of education and the insufficiency of the state to guarantee minimum Special Education policies, which culminates in an educational offer that does not meet the needs of students and often contributes to their exclusion even within the school, due to compromises related to financial planning, transparency of data and accessibility resources, adequate practices and qualified professionals. In the three municipalities investigated, we found that there have been moves to improve the provision of Special Education. However, the actions taken are still very simple when compared to the needs presented. We found weaknesses in the teacher training process and in the relationship between the university and the municipal networks, and there is a need to establish/strengthen links between these bodies through training and projects. The data also indicates the need to carry out research in the other municipalities in the Caparaó Capixaba region, delving deeper into issues related to funding for Special Education. These observations indicate the need to reformulate public policies in the municipalities investigated, through investments in infrastructure, teacher training and more precise guidelines for school inclusion